Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders.
An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternativ...
| Publicado en: | Behavioral Disorders Vol. 46; no. 4; pp. 238 - 253 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151330951&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151330951 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2021 vid: 46 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 151330951 146266201 151330951 151330951 10.1177/0198742920934006 151330951 ppf: 238 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders. aug: au: Jaquett, Caroline M. Skinner, Christopher H. Moore, Tara Ryan, Kyle McCurdy, Merilee Cihak, David affil: The University of Tennessee, Knoxville, USA sug: subj: Affective Disorders Child Behavior Disorders Students with Disabilities Students, Middle School Group Processes Disruptive Behavior Academic Performance Task Performance and Analysis Human Comparative Studies Learning Environment Social Sciences Conceptual Framework Experimental Studies Schools, Special ab: An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems. Delivering rewards contingent upon participants' average percent correct enhanced on-task behavior and percent correct on independent seatwork assignments; however, delivering rewards contingent upon participants' on-task behavior yielded more consistent and larger increases in percent correct and on-task behavior. Neither group contingency resulted in consistent or meaningful changes in disruptive behavior. Theoretical and applied implications related to direct and indirect effects of interdependent group rewards are discussed along with directions for future research. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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