Pub Date : 2020-09-10DOI: 10.1177/0198742920953497
Manuel Monzalve, R. Horner
The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit, and (a) an increase in fidelity of support plan implementation and (b) improved student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.
{"title":"The Impact of the Contextual Fit Enhancement Protocol on Behavior Support Plan Fidelity and Student Behavior","authors":"Manuel Monzalve, R. Horner","doi":"10.1177/0198742920953497","DOIUrl":"https://doi.org/10.1177/0198742920953497","url":null,"abstract":"The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit, and (a) an increase in fidelity of support plan implementation and (b) improved student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"267 - 278"},"PeriodicalIF":1.7,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920953497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49070730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.1177/0198742920944850
Catherine P. Bradshaw, Katrina J. Debnam, Daniel W. Player, Brooks Bowden, S. Lindstrom Johnson
This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.
{"title":"A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs","authors":"Catherine P. Bradshaw, Katrina J. Debnam, Daniel W. Player, Brooks Bowden, S. Lindstrom Johnson","doi":"10.1177/0198742920944850","DOIUrl":"https://doi.org/10.1177/0198742920944850","url":null,"abstract":"This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"48 1","pages":"174 - 186"},"PeriodicalIF":1.7,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920944850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47399827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-07DOI: 10.1177/0198742920944845
Keith C. Radley, Evan H. Dart, S. Schrieber, John L. Davis
Classroom observations are frequently conducted with the purpose of comparing the behavior of a target student to that of other peers within the same classroom. A variety of procedures may be utilized by researchers and practitioners to collect such data; however, little is known of the accuracy of estimates of behavior produced by such procedures relative to continuous behavior recording for the target student, peers sampled as a representation of the class, and the class as a whole. The purpose of the present study was to evaluate the accuracy of estimates of frequently utilized peer comparison observation procedures relative to duration recording. Data were simulated for 4,000 classroom observations, with variations in level of classroom behavior and length of observation being simulated. Results indicated that an Every Fifth interval procedure resulted in the lowest levels of absolute error during single observations for target students, with planned activity checks resulting in the most accurate estimates of class-wide behavior. Despite differences being apparent in level of accuracy of single observations, differences in accuracy across procedures were not apparent when all observations of the same type (i.e., duration, level of classroom behavior, and observation procedure) were compared.
{"title":"The Accuracy of Peer Comparison Observations: A Simulated Analysis","authors":"Keith C. Radley, Evan H. Dart, S. Schrieber, John L. Davis","doi":"10.1177/0198742920944845","DOIUrl":"https://doi.org/10.1177/0198742920944845","url":null,"abstract":"Classroom observations are frequently conducted with the purpose of comparing the behavior of a target student to that of other peers within the same classroom. A variety of procedures may be utilized by researchers and practitioners to collect such data; however, little is known of the accuracy of estimates of behavior produced by such procedures relative to continuous behavior recording for the target student, peers sampled as a representation of the class, and the class as a whole. The purpose of the present study was to evaluate the accuracy of estimates of frequently utilized peer comparison observation procedures relative to duration recording. Data were simulated for 4,000 classroom observations, with variations in level of classroom behavior and length of observation being simulated. Results indicated that an Every Fifth interval procedure resulted in the lowest levels of absolute error during single observations for target students, with planned activity checks resulting in the most accurate estimates of class-wide behavior. Despite differences being apparent in level of accuracy of single observations, differences in accuracy across procedures were not apparent when all observations of the same type (i.e., duration, level of classroom behavior, and observation procedure) were compared.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"120 - 129"},"PeriodicalIF":1.7,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920944845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46133370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-06DOI: 10.1177/0198742920945635
P. Eadie, P. Snow, Hannah L. Stark, Nancy Sidoti, J. Berndt
The co-occurrence of social, emotional, and behavioral difficulties (SEBD), maltreatment, and language disorders (LD) is recognized in school-age children; however, the nature of the interaction between them remains poorly understood. The aim of this study was to explore associations between LD and SEBD in children with and without suspected histories of maltreatment. Forty-one primary school students enrolled at a specialist unit for children with SEBD are described with respect to language skills, maltreatment history, and comorbid neurodevelopmental disorders. Two thirds of students who met criteria for SEBD also met criteria for LD. Children with higher levels of internalizing problems were found to have stronger expressive language scores, but otherwise the severity of LD did not correlate with severity of SEBD. SEBD was similar in students with and without a history of maltreatment, and this did not increase the likelihood or severity of LD, except for pragmatic language skills. There is considerable overlap between SEBD, LD, and suspected maltreatment in this group. Students with SEBD and/or a suspected history of maltreatment need additional support to ensure that the interaction of their behavior and communication difficulties are understood so they make steady progress in social and academic skills and remain engaged in school.
{"title":"Language Skills of Vulnerable Children With Social, Emotional, and Behavioral Difficulties: An Australian Primary School Sample","authors":"P. Eadie, P. Snow, Hannah L. Stark, Nancy Sidoti, J. Berndt","doi":"10.1177/0198742920945635","DOIUrl":"https://doi.org/10.1177/0198742920945635","url":null,"abstract":"The co-occurrence of social, emotional, and behavioral difficulties (SEBD), maltreatment, and language disorders (LD) is recognized in school-age children; however, the nature of the interaction between them remains poorly understood. The aim of this study was to explore associations between LD and SEBD in children with and without suspected histories of maltreatment. Forty-one primary school students enrolled at a specialist unit for children with SEBD are described with respect to language skills, maltreatment history, and comorbid neurodevelopmental disorders. Two thirds of students who met criteria for SEBD also met criteria for LD. Children with higher levels of internalizing problems were found to have stronger expressive language scores, but otherwise the severity of LD did not correlate with severity of SEBD. SEBD was similar in students with and without a history of maltreatment, and this did not increase the likelihood or severity of LD, except for pragmatic language skills. There is considerable overlap between SEBD, LD, and suspected maltreatment in this group. Students with SEBD and/or a suspected history of maltreatment need additional support to ensure that the interaction of their behavior and communication difficulties are understood so they make steady progress in social and academic skills and remain engaged in school.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"253 - 266"},"PeriodicalIF":1.7,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920945635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44417075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0198742919888758
Renee O. Hawkins, Tai A. Collins, Lauren Haas Ramirez, J. M. Murphy, Chelsea Ritter
Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.
{"title":"Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders","authors":"Renee O. Hawkins, Tai A. Collins, Lauren Haas Ramirez, J. M. Murphy, Chelsea Ritter","doi":"10.1177/0198742919888758","DOIUrl":"https://doi.org/10.1177/0198742919888758","url":null,"abstract":"Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"238 - 251"},"PeriodicalIF":1.7,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919888758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0198742919874050
Kathleen N. Zimmerman, Jennifer R. Ledford, Kari L. Gagnon, Jessica L. Martin
Antecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students’ levels of engagement during targeted activities; visual supports resulted in increases in students’ engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff.
{"title":"Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders","authors":"Kathleen N. Zimmerman, Jennifer R. Ledford, Kari L. Gagnon, Jessica L. Martin","doi":"10.1177/0198742919874050","DOIUrl":"https://doi.org/10.1177/0198742919874050","url":null,"abstract":"Antecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students’ levels of engagement during targeted activities; visual supports resulted in increases in students’ engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"207 - 223"},"PeriodicalIF":1.7,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919874050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46473614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1177/0198742919881112
Ruth K. Chaffee, A. Briesch, R. Volpe, Austin H. Johnson, Laura L. Dudley
Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.
{"title":"Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior","authors":"Ruth K. Chaffee, A. Briesch, R. Volpe, Austin H. Johnson, Laura L. Dudley","doi":"10.1177/0198742919881112","DOIUrl":"https://doi.org/10.1177/0198742919881112","url":null,"abstract":"Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"224 - 237"},"PeriodicalIF":1.7,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742919881112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48515693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-14DOI: 10.1177/0198742920936619
Daniel M. Maggin, R. Robertson, Bryan G. Cook
Publication bias occurs when studies with statistically significant results and large effects are more likely to be published than similarly rigorous studies with null and mixed findings. Results-blind peer review requires peer reviewers to consider only the “Introduction” and “Method” sections of submitted manuscripts prior to making editorial recommendations. This process ensures recommendations for publication focus on methodological rigor and not the direction, significance, or magnitude of the reported effects. The current investigation experimentally tested whether reviewers’ editorial recommendations and perceptions of manuscript importance, quality, and rigor varied as a function of type of review (i.e., results-blind or results-included) among 44 reviewers. Results indicated reviewer recommendations did not vary as a function of review type. However, reviewers found results-blind manuscripts less rigorous than results-included and reported less confidence in their recommendations on result-blinded manuscripts. Descriptive findings of results-blind reviewing were mixed with some support for the method, but a lack of confidence in its overall effectiveness. We discuss findings in relation to the conceptual benefits of results-blind reviewing and the increased focus on open and transparent science within special education and preview the papers included in the special section.
{"title":"Introduction to the Special Series on Results-Blind Peer Review: An Experimental Analysis on Editorial Recommendations and Manuscript Evaluations","authors":"Daniel M. Maggin, R. Robertson, Bryan G. Cook","doi":"10.1177/0198742920936619","DOIUrl":"https://doi.org/10.1177/0198742920936619","url":null,"abstract":"Publication bias occurs when studies with statistically significant results and large effects are more likely to be published than similarly rigorous studies with null and mixed findings. Results-blind peer review requires peer reviewers to consider only the “Introduction” and “Method” sections of submitted manuscripts prior to making editorial recommendations. This process ensures recommendations for publication focus on methodological rigor and not the direction, significance, or magnitude of the reported effects. The current investigation experimentally tested whether reviewers’ editorial recommendations and perceptions of manuscript importance, quality, and rigor varied as a function of type of review (i.e., results-blind or results-included) among 44 reviewers. Results indicated reviewer recommendations did not vary as a function of review type. However, reviewers found results-blind manuscripts less rigorous than results-included and reported less confidence in their recommendations on result-blinded manuscripts. Descriptive findings of results-blind reviewing were mixed with some support for the method, but a lack of confidence in its overall effectiveness. We discuss findings in relation to the conceptual benefits of results-blind reviewing and the increased focus on open and transparent science within special education and preview the papers included in the special section.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"45 1","pages":"195 - 206"},"PeriodicalIF":1.7,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920936619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49546685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-07DOI: 10.1177/0198742920933580
This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the lack of research; (c) a Declaration of Principles; and (d) Recommendations Regarding the Use of Physical Restraint in educational settings. Although the policy recommendations in this document pertain to the United States, we believe the principles and nonpolicy recommendations are equally applicable to other countries.
{"title":"CCBD’s Position Summary on the Use of Physical Restraint Procedures in Educational Settings","authors":"","doi":"10.1177/0198742920933580","DOIUrl":"https://doi.org/10.1177/0198742920933580","url":null,"abstract":"This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the lack of research; (c) a Declaration of Principles; and (d) Recommendations Regarding the Use of Physical Restraint in educational settings. Although the policy recommendations in this document pertain to the United States, we believe the principles and nonpolicy recommendations are equally applicable to other countries.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"54 - 63"},"PeriodicalIF":1.7,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920933580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46986798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/0198742920934006
Caroline M. Jaquett, C. Skinner, Tara C. Moore, Kyle Ryan, Merilee McCurdy, David F. Cihak
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.
{"title":"Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders","authors":"Caroline M. Jaquett, C. Skinner, Tara C. Moore, Kyle Ryan, Merilee McCurdy, David F. Cihak","doi":"10.1177/0198742920934006","DOIUrl":"https://doi.org/10.1177/0198742920934006","url":null,"abstract":"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.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":"238 - 252"},"PeriodicalIF":1.7,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0198742920934006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41547105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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