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1.
Christopher H. Skinner Tammy H. Cashwell Amy L. Skinner 《Psychology in the schools》2000,37(3):263-270
In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to investigate a corollary system. Fourth‐grade students were trained to observe and report peers' prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports. Although the first intervention phase showed much variability, subsequent phases showed that an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports. Results are discussed in terms of using this system to increase student and teacher awareness of and reinforcement for incidental prosocial behaviors. © 2000 John Wiley & Sons, Inc. 相似文献
2.
The effects of independent and interdependent group contingencies for academic work on the disruptive classroom behavior of junior high school students were examined. Using a multiple baseline design, the disruptive classroom behavior in five mathematics classes was measured under baseline, independent group, and interdependent group contingencies. Group contingencies consisted of free-time contingent on completion and accuracy of daily mathematics assignments. Free-time was delivered either individually, contingent on individual performance (independent group contingency), or to the class as a whole, contingent on group performance (interdependent group contingency). In all classes, the level of disruptive behavior was reduced when treatment was initiated. Both independent and interdependent group contingencies resulted in lowered rates of disruptive behavior, with the interdependent contingency being slightly more effective. It was concluded that for junior high students: (a) Free-time is an effective reinforcer. (b) Reinforcing academic behavior is an effective method of reducing disruptive classroom behavior. (c) Both independent and interdependent group contingencies are effective techniques for changing classroom behavior. (d) The teacher can effectively implement a behavior change program with little or no training in behavior analysis. 相似文献
3.
Brenda D. Williamson Gloria D. Campbell‐Whatley Ya‐yu Lo 《Psychology in the schools》2009,46(10):1074-1083
Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on‐task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on‐task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. © 2009 Wiley Periodicals, Inc. 相似文献
4.
Jaime Smith 《Early Childhood Education Journal》2009,37(2):147-151
Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to
have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article
will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age
students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies,
anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will
have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood
educators on how to implement these blended management techniques. 相似文献
5.
The effects of a token reinforcement program on the classroom behavior of 19 delinquent boys in a correctional institution were investigated. Appropriate classroom behavior was defined in terms of four component categories: on-time/in-seat, on-task, social interaction, and assignment completion. A measure of total appropriate classroom behavior was calculated by summing the frequency of target response occurrence for each component behavior. Withdrawal and reinstatement of token reinforcement procedures demonstrated experimental control of total appropriate classroom behavior; however, considerable variability of component behaviors was observed. Token reinforcement control was most clearly demonstrated with on-time/in-seat behavior; assignment behavior was similarly influenced but showed greater variability; on-task behavior was noticeably affected but exhibited an ascending trend during the reversal phase; and social interaction behavior showed fluctuations which appeared unrelated to reinforcement contingencies. These findings suggest that the use of global, composite measures may mask program effects on important component behaviors. 相似文献
6.
Christopher H. Skinner Jade Bennett Robert Richardson Katie Scott Laura S. Wheat James Martinez 《Psychology in the schools》2023,60(1):5-22
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards. 相似文献
7.
Hilary Denune Renee Hawkins Lauren Donovan Dacia Mccoy Lyndsie Hall Anthony Moeder 《Psychology in the schools》2015,52(6):562-577
A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed. 相似文献
8.
The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. In Experiment I, fourth-grade children's test performances were measured for three baseline sessions utilizing self-assessment and self-recording and three contingency sessions. Three contingency conditions resulted in significant and comparable increases in total test performances over a noncontingent reinforcement control: externally determined contingencies set in advance of performance, self-determined contingencies set in advance of performance when children were trained in contingency selection, and self-determined contingent points that children awarded themselves after performance. In a condition in which children self-determined contingencies but had no training in how to set contingencies, the results were not significantly greater than the control. In Experiment II, contingencies were introduced for a longer period of time to two fifth-grade classes. The comparable increases in test performance through externally determined and self-determined contingencies set in advance of performance when children were trained in contingency selection persisted over the three weeks. It was suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful and cost effective techniques that educational consultants may recommend for classroom implementation. 相似文献
9.
The effects of teacher-delivered social reinforcers on the task persistent behavior of children enrolled in an intermediate class for the educable mentally retarded were studied. These children were grouped with a regular fourth grade class during a social studies period in which the study was conducted. The special education children were randomly divided into two groups, with seven children in each group. Using a reversal design, social reinforcers were delivered contingent upon the task persistent behavior of the seven target children. The seven youngsters in the control, or nonreinforcement, group were essentially ignored as they engaged in appropriate task-related behaviors. The results clearly show that increases in the level of task persistent behavior and the administration of social reinforcement were functionally related. The level of task persistent behavior emitted by the control children was not affected by reinforcement delivered to their peers. 相似文献
10.
William J. Moonan 《Journal of Experimental Education》2013,81(3):253-257
The present study attempted to test positive and negative reinforcement contingencies on learned helplessness. The basic task involved responding where the probability of a reinforcement given a response was equal to the probability of a reinforcement given a nonresponse. Four groups of subjects were assigned to one of two reinforcement conditions (20% or 80% reinforcement) and given positive or negative reinforcement. An attempt was made to induce helplessness in Task 1 by asking subjects to identify an object in each of sixty slides, with the experimenters controlling the actual reinforcement contingencies, unknown to the subjects. A second problem-solving task was administered to measure the effect of the induced helplessness from Task 1. An additional two groups of subjects participated in the second problem-solving task, along with the initial four groups, to serve as control measures. Results revealed no significant differences between the positive and negative reinforcement contingencies nor between the experimental control conditions. 相似文献
11.
Two experiments evaluated history effects on induced and operant variability. College students typed three-digit sequences
on a computer keyboard. Sequence variability was induced (by no reinforcement or variation- independent reinforcement) or
reinforced (by variation- or repetition-dependent reinforcement). Conditions with induced and operant variability were presented
according to a reverse between-groups design. In Experiment 1, we examined transitions from the variation or repetition contingencies
to no reinforcement, and vice versa. In Experiment 2, the variation or repetition contingencies were followed or preceded
by variation-independent reinforcement. The results showed that (1) a history of no reinforcement impaired operant variability
learning; (2) induced variability levels were higher and lower after a history of reinforcement for variation and repetition,
respectively; (3) repetition was more easily disrupted by no reinforcement and independent reinforcement than was variation;
and (4) response variability and stability were a function of past and current reinforcement conditions. These results indicate
that reinforcement history influences both induced and operant variability levels. 相似文献
12.
Michelle R. Marchant Brock R. Solano Adam K. Fisher Paul Caldarella K. Richard Young Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794
There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007. 相似文献
13.
Resurgence is the recurrence of a previously reinforced and then extinguished behavior induced by the extinction of another more recently reinforced behavior. Resurgence provides insight into behavioral processes relevant to treatment relapse of a range of problem behaviors. Resurgence is typically studied across three phases: (1) reinforcement of a target response, (2) extinction of the target and concurrent reinforcement of an alternative response, and (3) extinction of the alternative response, resulting in the recurrence of target responding. Because each phase typically occurs successively and spans multiple sessions, extended time frames separate the training and resurgence of target responding. This study assessed resurgence more dynamically and throughout ongoing training in 6 pigeons. Baseline entailed 50-s trials of a free-operant psychophysical procedure, resembling Phases 1 and 2 of typical resurgence procedures. During the first 25 s, we reinforced target (left-key) responding but not alternative (right-key) responding; contingencies reversed during the second 25 s. Target and alternative responding followed the baseline reinforcement contingencies, with alternative responding replacing target responding across the 50 s. We observed resurgence of target responding during signaled and unsignaled probes that extended trial durations an additional 100 s in extinction. Furthermore, resurgence was greater and/or sooner when probes were signaled, suggesting an important role of discriminating transitions to extinction in resurgence. The data were well described by an extension of a stimulus-control model of discrimination that assumes resurgence is the result of generalization of obtained reinforcers across space and time. Therefore, the present findings introduce novel methods and quantitative analyses for assessing behavioral processes underlying resurgence. 相似文献
14.
This study explored the utility of a conception of parental educational involvement as the arrangement of contingency operations that normatively change: the frequency of children’s school‐related behaviour, the reinforcing potency of stimuli produced by studying, and children’s tendencies to request parental intervention. A child‐report measure of parental contingency use was developed and administered to 1520 schoolchildren (Grades Four to Six). An exploratory factor analysis revealed three internally consistent dimensions of parental practices: use of punishment and negative reinforcement contingencies; use of positive reinforcement contingencies; and non‐responsiveness to children’s requests for educational intervention. Frequencies of use of punishment/negative reinforcement contingencies and of parental non‐responsiveness were inversely correlated with use of positive reinforcement contingencies and with teacher’s reports of children’s achievement. These scales might therefore identify parents whose current educational practices are likely to be less than optimally effective, so that they might be helped to intervene more beneficially in their children’s academic affairs. 相似文献
15.
The effects of signaled reward were examined using DRL and DRH schedules of reinforcement. In each case, one group of rats received a brief cue between the reinforced response and the reward, and a second group received brief cues at random times. With the DRL schedule (Experiment 1), signaled reward decreased response rate, increased response efficiency (number of responses per reinforcer), and increased resistence to satiation relative to the control group. With the DRH schedule (Experiment 2), signaled reward increased response rate, efficiency, and resistance to satiation. These results refute an overshadowing explanation of the effects of signaled reward and suggest that food-correlated cues enhance learning of the reinforcement contingencies. 相似文献
16.
William J. Ruth 《Psychology in the schools》1994,31(2):146-155
Reviews of treatment strategies for students with emotional disturbance (ED) have noted that most studies (a) do not involve entire classes or groups of classes, (b) are not conducted in public schools, and (c) do not report data for an entire 10-month school year (September to June). This study applied goal setting (GS), responsibility training (RT), and fixed ratio reinforcement (FRR) to three classes of students with ED in a public elementary school from September to June. GS included daily, weekly, and monthly goals for behavior and work earnings (points). RT included a level system with different reinforcers and privileges for each level, and nonisolated time out with problem solving. FRR included reward contingencies for behavior and work earnings. Data for 10 months indicated that (a) goals were consistently earned at high levels, (b) the percentage of students attaining higher RT levels progressively increased, and (c) time-out levels progressively decreased, with year-end spikes below prior peak levels. Findings supported the use of GS, RT, and FRR for students with ED in public school to encourage appropriate behavior and work effort over 10 months. Method limitations and research implications are discussed. 相似文献
17.
Gaustad M 《Journal of deaf studies and deaf education》1999,4(3):176-190
This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning. 相似文献
18.
The Relations of Children's Dispositional Prosocial Behavior to Emotionality, Regulation, and Social Functioning 总被引：4，自引：0，他引：4
Nancy Eisenberg Richard A. Fabes Mariss Karbon Bridget C. Murphy Marek Wosinski Lorena Polazzi Gustavo Carlo Candy Juhnke 《Child development》1996,67(3):974-992
The purpose of this study was to examine the relations of a measure of children's dispositional prosocial behavior (i.e., peer nominations) to individual differences in children's negative emotionality, regulation, and social functioning. Children with prosocial reputations tended to be high in constructive social skills (i.e., socially appropriate behavior and constructive coping) and attentional regulation, and low in negative emotionality. The relations of children's negative emotionality to prosocial reputation were moderated by level of dispositional attentional regulation. In addition, the relations of prosocial reputation to constructive social skills and parent-reported negative emotionality (for girls) increased with age. Vagal tone, a marker of physiological regulation, was negatively related to girls' prosocial reputation. 相似文献
19.
Gary A. Lucas 《Learning & behavior》1975,3(1):33-36
Measures of pigeons’ prekeypecking (pecking in front of the response key) during automaintenance sessions with keypeck omission contingencies indicate that prekeypecks occur frequently and are often followed by grain delivery. When the omission procedure is extended to prevent food delivery following any trial on which prekeypecks occur within 2 in. of the response key, keypecking is not maintained. These results are taken to suggest that the automaintenance keypeck is part of a sequence of approach behaviors, including prekeypecks. The persistence of keypecking during automaintenance schedules appears to result from the adventitious reinforcement of prekeypecks close to the response key, and the effectiveness of the omission procedure seems to depend upon the extent of the approach behaviors which result in omission. 相似文献
20.
Operant responses are often weakened when delays are imposed between the responses and reinforcers. We examined what happens
when delayed reinforcers were contingent upon operant responsevariability. Three groups of rats were rewarded for varying their response sequences, with one group rewarded for high variability, another
for middle, and the third for low levels. Consistent with many reports in the literature, responding slowed significantly
in all groups as delays were lengthened. Consistent with other reports, large differences in variability were maintained across
the three groups despite the delays. Reinforced variability appears to be relatively immune to disruption by such things as
delays, response slowing, prefeeding, and noncontingent reinforcement. Furthermore, the small effects on variability depended
on baseline levels: As delays lengthened, variability increased in the low group, was statistically unchanged in the middle
group, and decreased in the high group, an interaction similar to that reported previously when reinforcement frequencies
were lowered. Thus, variable operant responding is controlled by reinforcement contingencies, but sometimes differently than
more commonly studied repetitive responding. 相似文献