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The Effects of an Interdependent Group Contingency on Reading Performance and On-Task Behavior.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of an Interdependent Group Contingency on Reading Performance and On-Task Behavior./
Author:	Schoener, Mary.
Description:	1 online resource (161 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380880121

The Effects of an Interdependent Group Contingency on Reading Performance and On-Task Behavior.
Schoener, Mary.

The Effects of an Interdependent Group Contingency on Reading Performance and On-Task Behavior. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ph.D.)--The Chicago School of Professional Psychology, 2023.

Includes bibliographical references

Disruptive behavior in a classroom setting has the potential to interrupt the learning for all of the students within that classroom setting. As the volume of this behavior increases, teachers are required to spend more time managing behaviors instead of implementing quality instructional practices. Interdependent group contingencies are an efficient, cost-effective, and evidence-based intervention that can be implemented within classrooms to improve student behavior. Despite the expansive literature on the effectiveness of using interdependent group contingencies to improve student behavior, there has been limited research conducted on the impact on student academic performance. This study used a combined design to evaluate the effects of an interdependent group contingency on academic performance and on-task behavior by implementing a concurrent multiple baseline design across participants. Each participant of kindergarten, first, or second-grade students received five phases (ABCDE) where an alternating treatment design was implemented across phase D. The results indicated that the interdependent group contingency was effective at improving on-task behavior in each classroom. Assessments of academic performance, measured during each phase, indicated that most students made gains in their performance on a curriculum-based measure (CBM) and on a teacher rating scale. Additionally, students showed generalization effects for improved math performance on the Early Numeracy subtest as well.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380880121Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

Curriculum-based measureIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of an Interdependent Group Contingency on Reading Performance and On-Task Behavior.
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504 $a Includes bibliographical references
520 $a Disruptive behavior in a classroom setting has the potential to interrupt the learning for all of the students within that classroom setting. As the volume of this behavior increases, teachers are required to spend more time managing behaviors instead of implementing quality instructional practices. Interdependent group contingencies are an efficient, cost-effective, and evidence-based intervention that can be implemented within classrooms to improve student behavior. Despite the expansive literature on the effectiveness of using interdependent group contingencies to improve student behavior, there has been limited research conducted on the impact on student academic performance. This study used a combined design to evaluate the effects of an interdependent group contingency on academic performance and on-task behavior by implementing a concurrent multiple baseline design across participants. Each participant of kindergarten, first, or second-grade students received five phases (ABCDE) where an alternating treatment design was implemented across phase D. The results indicated that the interdependent group contingency was effective at improving on-task behavior in each classroom. Assessments of academic performance, measured during each phase, indicated that most students made gains in their performance on a curriculum-based measure (CBM) and on a teacher rating scale. Additionally, students showed generalization effects for improved math performance on the Early Numeracy subtest as well.
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