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THE COMPARATIVE EFFECTIVENESS OF GROUP AND INDIVIDUALLY CONTINGENT FREE TIME WITH INNER‐CITY JUNIOR HIGH SCHOOL STUDENTS 1
Author(s) -
Long James D.,
Williams Robert L.
Publication year - 1973
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1973.6-465
Subject(s) - reinforcement , psychology , contrast (vision) , inner city , developmental psychology , social psychology , mathematics education , artificial intelligence , economic geography , computer science , economics
A major purpose of the study was to assess the relative effects of group versus individually contingent free time in modifying student behaviors. Other purposes were to determine the effectiveness of well‐planned lesson activities and tokens without back‐up reinforcers. Eight students in an inner‐city seventh‐grade class of 32 blacks served as subjects. Well‐organized lesson activities and success feedback via tokens did not produce high levels of desirable behavior. In contrast, group and individually contingent free time produced substantially higher levels of appropriate behavior than did the baseline conditions. The group reinforcement procedure appeared to be slightly more effective than individual reinforcement.