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INCREASED PEER‐TEACHING WITH GROUP‐ORIENTED CONTINGENCIES FOR ARITHMETIC PERFORMANCE IN BEHAVIOR‐DISORDERED ADOLESCENTS 1
Author(s) -
McCarty Timothy,
Griffin Susan,
Apolloni Tony,
Shores Richard E.
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.1977.10-313
Subject(s) - psychology , contingency , antecedent (behavioral psychology) , task (project management) , interdependence , multiple baseline design , peer group , contingency management , group (periodic table) , developmental psychology , arithmetic , social psychology , mathematics education , mathematics , psychiatry , philosophy , linguistics , chemistry , management , organic chemistry , political science , law , economics , intervention (counseling)
Group‐oriented contingencies were applied to increase the arithmetic problem‐solving rates of four behavior‐disordered adolescent residents in a psychiatric hospital. The experiment followed an ABAC reversal design consisting of baseline conditions (A 1 and A 2 ), and cumulative (B) and mixed (C) interdependent group‐oriented contingency conditions. Under the cumulative arrangement, the subjects earned five cents for every correctly solved multiplication problem. The same conditions were in effect with the mixed contingency, except that each subject was required to work at least three problems before any subject could earn money. The results indicated consistent increases in the subjects' arithmetic computation rates as a function of the group‐oriented contingencies. Concurrent observations were made across the four conditions of the experiment on four categories of the subjects' verbalizations: antecedent peer‐teaching, consequent peer‐teaching, positive statements, and negative statements. The subjects' rates of antecedent peer‐teaching verbalizations covaried with the group‐contingency‐induced increases in their levels of computation behavior. The majority of the verbalization involved answers to number fact questions or redirecting peers to engage in on‐task activities. The three other categories of the subjects' verbalizations that were observed—consequent peer‐teaching, positive statements, and negative statements—were not found to covary with the subjects' altered rates of computation behavior.