The present investigation employed an alternating treatments design to (1) examine the efficacy of group contingencies in the reduction of disruptive behavior, and (2) compare the effects of independent, interdependent, and dependent group contingencies in the reduction of disruptive behavior in adolescent males identified with serious emotional disturbance. Disruptive classroom behavior has been associated with both decrement inacademic performance and increased risk for antisocial behavior. Although research findings have suggested that group contingencies are efficacious in reducing disruptive behavior, the data remain inconclusive regarding which group contingency (interdependent, dependent, and independent) is most effective. Results suggest that a clear superiority among the group contingencies was not evidenced. However, all were dramatically effective in the reduction of classroom disruptive behavior.

No abstract

The article addresses the demographic characteristics of students in school psychology programs nationwide with respect to providing a rationale for the importance of increasing the proportion of minority school psychologists who are underrepresented. Emphasis on training culturally competent psychologists is reviewed within a historical context. Barriers impeding the graduate training of minority students in school psychology are delineated. Feasible strategies to recruit minority students and faculty are presented. The implications for training and practice are discussed. © 2004 Wiley Periodicals, Inc.The growing number of ethnic minorities in the United States presents a challenge to school psychologists and other mental health professionals who have been trained in assessment, counseling, consultation, and intervention strategies targeted primarily for European Americans. During the past decade, population growth rates have been the highest for Asian, Pacific Islander, and Hispanic individuals. It is expected that by the Year 2050, people of color will represent 50% of the United States' population (Hall, 1997; National Association of School Psychologists, 2003). Further, these trends have been reflected in the population of children enrolled in elementary and secondary schools (Loe, 2000).The majority of school-age children's primary languages is other than English. This demographic change requires new perspectives in the training of school psychologists and thus necessitates unique skills on their understanding of this population. This increase in the diversity of student bodies requires culturally and linguistically competent school psychologists. However, school psychology remains an ethnically homogeneous profession that nonetheless provides services to a diverse population of students and families (Loe, 2000).The paucity of minority students and faculty needs to be addressed. The purpose of this article is to address the shortages of minorities in school psychology. The first section briefly describes the historical emphasis on cultural diversity in psychology. The second section presents the current demographic characteristics of minority students and faculty. In the third section, barriers impeding the graduate training of minority students are described. The fourth section focuses on recruitment and retention of students and faculty from underrepresented populations. The fifth and final section covers the implication of ethnic diversity in training and practice of culturally competent school psychologists.

Children exhibiting challenging and disruptive behaviors can require teachers to spend a substantial amount of time on classroom management. Disruptive behaviors in the classroom impact the learning process by taking time away from academic instruction. Further, preschoolers who are disruptive are more likely to continue displaying problematic behaviors throughout the remaining school years. Relative to other age groups, there is a paucity of interventions for preschool children with disruptive behavior. Additionally, children from lower economic backgrounds are at a greater risk for both learning and behavioral problems, as characterized by the preschoolers enrolled in Head Start. Group contingencies are practical, efficient, and teacher-friendly behavioral interventions that have been employed with older age groups to reduce disruptive behavior. An ABAB reversal design across 9 preschoolers enrolled in a Head Start classroom was employed to assess the effects of an interdependent group contingency with mystery motivators to reduce disruptive classroom behaviors. The present investigation revealed remarkable reductions of disruptive behavior across all 9 participants.