Group Contingencies to Increase Appropriate Behaviors in the Classroom: Tips for Success

2017 ◽  
Vol 27 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Robin Parks Ennis
Keyword(s):  
Students With Disabilities ◽  
Academic Engagement ◽  
Visual Display ◽  
Group Contingencies ◽  
Self Monitoring ◽  
Interdependent Group Contingencies ◽  
Behavior Specific Praise ◽  
Specific Praise

Group contingencies are effective classroom-based interventions that can be used to increase the academic engagement of students with disabilities. This article defines and outlines examples of dependent, independent, and interdependent group contingencies. In addition, tips for success, including making reinforcement accessible to students, pairing reinforcement with behavior-specific praise, integrating self-monitoring, and providing a visual display of progress toward reinforcement, are discussed. Strategies for preventing challenges to implementation are also discussed.

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

2019 ◽  
Vol 85 (4) ◽  
pp. 471-489 ◽  
Author(s):  
Andrew M. Markelz ◽  
Jonte C. Taylor ◽  
Tom Kitchen ◽  
Paul J. Riccomini ◽  
Mary Catherine Scheeler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Education Teachers ◽  
Future Research ◽  
Student Behaviors ◽  
Self Monitoring ◽  
Empirically Supported ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Task Behaviors ◽  
Specific Praise

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

2020 ◽  
pp. 109830072095193
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Donald Kincaid ◽  
Anna Randazzo
Keyword(s):  
Teacher Training ◽  
Performance Feedback ◽  
Classroom Behavior ◽  
Teacher Behavior ◽  
Racial Groups ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
The Impact ◽  
Written Performance ◽  
Specific Praise

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

2020 ◽  
Vol 22 (4) ◽  
pp. 207-219
Author(s):  
Mary Rose Sallese ◽  
Kimberly J. Vannest
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Visual Analysis ◽  
Management Practice ◽  
Teacher Behavior ◽  
Student Outcome ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Pre Service Teacher ◽  
Specific Praise

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

scholarly journals Effects of Teachers’ Self-Recording of Behavior-Specific Praise on Children’s Academic Engagement in the Classroom

2016 ◽  
Vol 64 (4) ◽  
pp. 598-609 ◽  
Author(s):  
KAZUKI NIWAYAMA ◽  
JUNKO TANAKA-MATSUMI
Keyword(s):  
Academic Engagement ◽  
Behavior Specific Praise ◽  
Specific Praise

Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

2020 ◽  
pp. 105381512092709
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Sara D. Hooks
Keyword(s):  
Early Childhood ◽  
Goal Setting ◽  
Visual Analysis ◽  
Early Childhood Teachers ◽  
Component Analysis ◽  
Intervention Package ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Task Behaviors ◽  
Specific Praise

Multicomponent interventions have successfully increased early childhood teachers’ rates of behavior-specific praise (BSP); however, package interventions do not allow for nuanced examinations of intervention components. We examined the effects of an intervention package with training, goal setting, self-monitoring, and tactile prompting on early childhood teachers’ BSP rates using an add-in, multiple probe, component analysis. In addition, we measured child on-task behaviors to assess the relation between increased BSP rates and children behavior. We used visual analysis and found that each component increased teachers’ BSP rates; two out of three teacher participants needed the most intense intervention (tactile prompting) to reach mastery criterion. Variable generalized BSP statements to other children in the class occurred between baseline and intervention components. The percentage of child on-task behaviors systematically increased in relation to higher BSP rates.

A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise

2020 ◽  
Author(s):  
Ashleigh E. Eaves ◽  
Keith C. Radley ◽  
Brad A. Dufrene ◽  
D. Joe Olmi ◽  
Lindsey E. Bernard
Keyword(s):  
Group Contingencies ◽  
Behavior Specific Praise ◽  
Specific Praise

Increasing Homework Completion and Accuracy Using Interdependent Group Contingencies

2009 ◽  
Author(s):  
Angeleque Akin-Little ◽  
Steven G. Little
Keyword(s):  
Group Contingencies ◽  
Interdependent Group Contingencies ◽  
Homework Completion

Independent and Interdependent Group Contingencies

1996 ◽  
Vol 12 (1-2) ◽  
pp. 61-78 ◽  
Author(s):  
Christopher H. Skinner ◽  
Craig S. Cashwell ◽  
Merrily S. Dunn
Keyword(s):  
Group Contingencies ◽  
Interdependent Group Contingencies
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