THE COMPARATIVE EFFECTIVENESS OF GROUP AND INDIVIDUALLY CONTINGENT FREE TIME WITH INNER‐CITY JUNIOR HIGH SCHOOL STUDENTS1
- 1 September 1973
- journal article
- research article
- Published by Wiley in Journal of Applied Behavior Analysis
- Vol. 6 (3) , 465-474
- https://doi.org/10.1901/jaba.1973.6-465
Abstract
A major purpose of the study was to assess the relative effects of group versus individually contingent free time in modifying student behaviors. Other purposes were to determine the effectiveness of well‐planned lesson activities and tokens without back‐up reinforcers. Eight students in an inner‐city seventh‐grade class of 32 blacks served as subjects. Well‐organized lesson activities and success feedback via tokens did not produce high levels of desirable behavior. In contrast, group and individually contingent free time produced substantially higher levels of appropriate behavior than did the baseline conditions. The group reinforcement procedure appeared to be slightly more effective than individual reinforcement.Keywords
This publication has 5 references indexed in Scilit:
- INSTRUCTIONS AND GROUP VERSUS INDIVIDUAL REINFORCEMENT IN MODIFYING DISRUPTIVE GROUP BEHAVIOR1Journal of Applied Behavior Analysis, 1971
- THE CONTROL OF “CLASSROOM ATTENTION”: A GROUP CONTINGENCY FOR COMPLEX BEHAVIOR1Journal of Applied Behavior Analysis, 1970
- EFFECTS OF GROUP CONTINGENT EVENTS UPON CLASSROOM NOISE1Journal of Applied Behavior Analysis, 1969
- FREE‐TIME AS A REINFORCER IN THE MANAGEMENT OF CLASSROOM BEHAVIORJournal of Applied Behavior Analysis, 1969
- A tactic to eliminate disruptive behaviors in the classroom: group contingent consequences.1968