Research in the field of applied behavior analysis indicates that all group-contingency programs have been effective in both increasing academic and behavior success in the classroom environment. Among the three types of group-contingency programs, this study investigated the effects of a multiple component interdependent group-oriented contingency program on the behavior of typically developing elementary students. The purpose of this study was to develop and analyze the effects of a classroom management system that teachers or educators could utilize to minimize problematic classroom behaviors while increasing adaptive classroom behaviors. The study was conducted within two third-grade classrooms from a local school which accommodates low socio-economic status and high risk students. This intervention included the use of visuals, positive teacher praise, a reinforcement lottery system, a criterion level lottery system, a token economy reinforcement system, and positively stated expectations. A multiple baseline design was used to analyze the effects over multiple classrooms and with multiple target students within each classroom setting. Results indicate that the intervention had a positive effect on behaviors for both the classrooms and five of the target students.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-3702 |
| Date | 01 June 2006 |
| Creators | Simonds, Stacey D |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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