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THE REDUCTION OF STEALING IN SECOND GRADERS USING A GROUP CONTINGENCY 1
Author(s) -
Switzer E. Beth,
Deal Terrence E.,
Bailey Jon S.
Publication year - 1977
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.1977.10-267
Subject(s) - contingency , contingency management , psychology , multiple baseline design , group (periodic table) , contingency table , social psychology , intervention (counseling) , developmental psychology , statistics , mathematics , psychiatry , philosophy , linguistics , chemistry , organic chemistry
Three classes of second graders served as subjects in this study of the effects of two types of intervention programs upon stealing: (1) an antistealing lecture with no specific contingency implied, and (2) a direct group contingency applied, whereby children were rewarded with (a) extra free time for no thefts, (b) allowed normal free time if stolen items were returned, and (c) punished with loss of free time if stolen items were not returned. A multiple‐baseline design across the three classes showed the group contingency to be effective in reducing stealing behavior; the anti‐stealing lecture was ineffective.