APPLYING “GROUF” CONTINGENCIES TO THE CLASSROOM STUDY BEHAVIOR OF PRESCHOOL CHILDREN1

Don Bushell · Patricia Ann Wrobel · Mary Louise Michaelis

119 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Early Childhood Education and Development Child Therapy and Development

Abstract

A group of 12 children were enrolled in a preschool class. During the first experimental stage they participated in special events contingent on token earning. Tokens were acquired by engaging in a variety of study behaviors. After a level of study behavior was established under this contingency, the special events were provided noncontingently. Study behavior declined throughout the noncontingent stage. Reestablishing the original contingencies produced an immediate return to the initial level of study behavior. Noncontingent special events reduced the amount of independent study, group participation, and cooperative study. The study behavior of each child was altered in the same direction, though differences in the magnitude of effects from child to child were observed.

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References

1965THE MEASUREMENT AND REINFORCEMENT OF BEHAVIOR OF PSYCHOTICS 1 1965Classroom behavior of retarded pupils with token reinforcement

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1972MODIFICATION OF ARITHMETIC RESPONSE RATE AND ATTENDING BEHAVIOR IN A SEVENTH‐GRADE STUDENT1 1974Problems in the use of naturalistic observation as a means of behavioral assessment 1974GROUP CONTINGENCIES FOR GROUP CONSEQUENCES IN CLASSROOM MANAGEMENT: A FURTHER ANALYSIS1 2004Contemporary Review of Group-Oriented Contingencies for Disruptive Behavior 1972Tangible reinforcers: Bonuses or bribes?1973THE EFFECT OF NONVERBAL TEACHER APPROVAL ON STUDENT ATTENTIVE BEHAVIOR1 2006Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior 1971SYSTEMATIC REINFORCEMENT: ACADEMIC PERFORMANCE OF UNDERACHIEVING STUDENTS1

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