Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.

Hawkins, Renee O.; Haydon, Todd; McCoy, Dacia M.; Howard, Andrea J.

doi:10.1037/spq0000202

Cited by 13 publications

(8 citation statements)

References 18 publications

(23 reference statements)

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“…Thus, the current study’s results contribute to our understanding of optimal response to intervention for SCI-A, as well as a better understanding of under what conditions (i.e., more antiosical behavior) modified dosage and intensity of the intervention may be necessary. The fields of special education and school psychology have recognized the importance of ecological validity and understanding real-world conditions, and, as such, the group-level moderators explored in the current article are based in part on data sources that are accessible and consistently used by school personnel (Hawkins et al, 2017; Stage et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Schools used clinical diagnosis provided by outside clinicians as part of the data by which to make programming decisions. As such, upon referral to the project and consistent with other research of this nature (Hawkins et al, 2017; McDonald et al, 2016; Stage et al, 2008) schools provided records of any clinical diagnosis for each student. Diagnoses are reported here if they were provided by an external medical or psychological professional (i.e., category of special education eligibility did not count as a diagnosis).…”

Section: Methodsmentioning

confidence: 99%

“…Understanding how group-level characteristics are associated with intervention response is particularly relevant in social competence interventions. Furthermore, given some of the varied sources of data that schools rely on to make programmatic decisions investigating options for applied group characteristic selection is needed (Hawkins, Haydon, McCoy, & Howard, 2017). The current study explored how the combination of individual characteristics (e.g., diagnosis, antisocial behavior patterns) may impact outcomes for groups in the Social Competence Intervention for Adolescents (Stichter et al, 2010(Stichter et al, , 2016 versus business as usual social programming in schools.…”

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confidence: 99%

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Influence of homogeneity of student characteristics in a group-based social competence intervention.

et al. 2019

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Although some literature reviews cited mixed results for group-based social competence interventions in schools, existing descriptions of intervention efficacy often lack attention on important factors that may moderate differential response. Some studies suggest that individual characteristics such as diagnosis (i.e., specific deficit clusters) or behavioral profiles may be important social outcome moderators. Given the interactive nature of group-based interventions, understanding how individual characteristics combine to influence outcomes for the group as a whole is an important next step. By using a multisite cluster randomized control trial (n = 274), the current study explores the impact that varying student characteristics have on outcomes of the Social Competence Intervention for Adolescents (SCI-A; Stichter, Herzog, Owens, & Malugen, 2016; Stichter et al., 2010) compared to outcomes of business-as-usual (BAU) practices. Researchers hypothesized that (a) SCI-A would be more effective than BAU in improving ratings of students' social functioning when students within groups were more similar to each other on relevant diagnostic and behavioral indicators, and (b) that within SCI-A only, more versus less homogenous groups would demonstrate greater social outcome gains. Results offer some support for these hypotheses: SCI-A was more effective in improving social communication and motivation when groups were diagnostically similar (ds > 0.55). Considering changes in social awareness and communication, SCI-A was more effective when groups were heterogeneous on socially competent behavior (ds > 1.32) and less effective when groups were heterogeneous on antisocial behavior (ds > 1.00). The authors discuss the implications and importance of research exploring factors such as group composition that may moderate intervention response in applied settings. (PsycINFO Database Record

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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Influence of homogeneity of student characteristics in a group-based social competence intervention.

et al. 2019

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“…Several research studies have documented the positive effects of all types of group contingencies for supporting students with EBD (Groves & Austin, 2017;Hansen & Lignugaris-Kraft, 2005;Hawkins et al, 2017). Studies have shown that group contingencies can reduce disruptive behavior in students with EBD, which is particularly important given the specific needs of this population (Theodore et al, 2001(Theodore et al, , 2004.…”

Section: Group Contingenciesmentioning

confidence: 99%

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

Hawkins

Collins

Ramirez

et al. 2019

Behavioral Disorders

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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.

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“…Therefore, the current study aims to integrate the theory of planned behavior (TPB), which concerns motivation and capability factors, and signaling theory, which concerns the information quality of ECAs, to shed light on this neglected mechanism. We further investigate this mechanism under the contingencies of students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, which have been proven to have an impact on people's behavior (Hawkins et al, 2017;Maggin et al, 2017). The current article, therefore, incorporates these variables as moderators to capture and clarify a holistic picture.…”

Section: Introductionmentioning

confidence: 99%

Inside the intention to join extracurricular activities: Integrating the theory of planned behavior and signaling theory

2021

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Although researchers have previously discussed the consequences of extracurricular activity (ECA) participation, the question of which factors affect the intention to participate in ECAs has been less addressed. By incorporating the theory of planned behavior (TPB) and signaling theory, this study investigates the role of the components of the TPB and signal quality in the intention to join ECAs. In addition, the contingent effects of students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, are examined. A sample of 386 students at various universities in Ho Chi Minh, Vietnam, was used to test a model that incorporates the relationships between TPB components and signal quality by means of the partial least squares (PLS) technique. The results of this study indicate that the three components of the TPB have positive impacts on the intention to join ECAs. In addition, signal quality affects both attitude and intention. Finally, students' demographic profiles, such as their gender, their year in school, and whether they have a part-time job, have moderating roles in the relationship from attitude and subjective norms to intention. This study adopted a cross-sectional design and was conducted in Vietnam only. Future research should consider longitudinal studies and make comparisons between countries with diverse cultures. As another limitation, this study investigated only university students. Future research, therefore, is needed to consider other subjects and different sectors, such as high school pupils. The results of this study suggest that ECA

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Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.

Cited by 13 publications

References 18 publications

Influence of homogeneity of student characteristics in a group-based social competence intervention.

Influence of homogeneity of student characteristics in a group-based social competence intervention.

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

Inside the intention to join extracurricular activities: Integrating the theory of planned behavior and signaling theory

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