A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self-reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade-point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts.The number of reports on behavior procedures successfully implemented within educational settings has increased markedly within the last two decades. During this time, there have been several notable changes in the characteristics of these behavioral research efforts (Nietzel, Winett, MacDonald, & Davidson, 1977). Early work concentrated on examining the effects of a very limited number of reinforcers on one or two responses of single individuals. In addition, many of these earlier investigations were experimental demonstrations, rather than practical therapeutic interventions, and focused primarily on inappropriate social behavior.Present day applications of behavior modification to classroom behavior stand in sharp contrast to these early research efforts. Recent research has tended to focus on improving the applicability of behavioral procedures to regular school settings, emphasizing practical as well as therapeutic considerations (Nietzel, et al., 1977). Efforts have been made to make behavior program implementation more efficient. While it is very important for teachers to be responsive to individual differences among students, in many classroom situations it is not practical to program individualized contingencies for each student. However, Litow and Pumroy (1975) indicate that group-oriented contingencies can be as effective as contingenci
This investigation reports on follow-up information received from past participants of a school-based social learning program designed for problem adolescents. The follow-up occurred approximately five years after the students' participation in the program. The attitudes and performance of 15 of the original 24 adolescents were assessed on a range of self-report measures, incorporating variables such as their employment and educational status, evaluation of program participation, involvement in leisure-time and community activities, relationships with family and friends, and anticipated aversive consequences of engaging in delinquent acts. Issues of importance to the execution of follow-up studies are reviewed. Data resulting from this pilot study fail to conclusively demonstrate the long-term merits of the behavioral program with this population.
Several social and research issues directly affected the development and implementation of multivariate assessment in a large community-based applied research program.Examples are drawn from experiences of the Preparation through Responsive Educational Programs Project for disruptive and skill deficient adolescents in suburban, rural, and urban junior high school settings, focusing on the assessment of academic and social skill development and long-term skill maintenance. The social context altered both project treatment and follow-up plans, requiring assessment of potentially unintended effects and decreasing consistency across sites. Future community acceptance of such programs may depend on the investigators' adaptation to diverse community pressures for program conduct and assessment and the measurement of phenomena that are not always directly observable.
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