Improving Student Bus‐riding Behavior Through a Whole‐school Intervention

Putnam, Robert F.; Handler, Marcie W.; Ramirez‐Platt, Christina M.; Luiselli, James K.

doi:10.1901/jaba.2003.36-583

Cited by 48 publications

(28 citation statements)

References 13 publications

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“…Future research might investigate ways to make such classroom-wide procedures less labor intensive. Two such possibilities include the evaluation of larger interval sizes and group contingencies (e.g., Putnam, Handler, Ramirez-Platt, & Luiselli, 2003).…”

Section: Resultsmentioning

confidence: 99%

A Comparison of Response Cost and Differential Reinforcement of Other Behavior to Reduce Disruptive Behavior in a Preschool Classroom

Conyers

Miltenberger

Maki

et al. 2004

J of App Behav Analysis

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This study investigated the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom. Using an alternating treatments design, disruptive behavior was reduced when the participants earned tokens for the absence of disruptive behavior (DRO) or lost tokens for the occurrence of disruptive behavior (response cost). Initially, DRO was more successful in reducing the number of disruptive behaviors; however, over time, response cost proved to be more effective.DESCRIPTORS: differential reinforcement, disruptive behavior, preschoolers, response cost A few researchers have demonstrated the effectiveness of response cost and differential reinforcement of other behavior (DRO) for managing aggressive and disruptive behavior of children in preschool settings. In the response-cost procedures, individual children start with a number of tokens and then lose tokens contingent on each instance of the problem behavior. If a specified number of tokens remain at the end of the session, a reinforcer is delivered (e.g., McGoey & DuPaul, 2000;Reynolds & Kelley, 1997). In the DRO procedure, children earn tokens for the absence of problem behavior in continuous intervals during the session and receive a reinforcer if they have a specified number of tokens at the end of the session (Conyers, Miltenberger, Romaniuk, Kopp, & Himle, 2003 mented individually with 4 children in a preschool setting. Conyers et al. showed that DRO decreased problem behavior when implemented with an entire class of preschoolers. The purpose of the present study was to compare the effectiveness of response cost and DRO implemented on a classwide basis with preschool children. METHOD Participants and SettingThe participants were 25 children in a preschool classroom. The participants included 4 girls and 21 boys, 4 to 5 years old, who exhibited a high level of disruptive behaviors. The study was conducted in a classroom (25 m by 25 m) with two to three teachers present during every session. Target Behaviors and Data CollectionWe recorded the number of children who exhibited disruptive behaviors during each observation interval using a 10-s interval-recording system (8 s observe, 2 s record). During all sessions, observation intervals were cued by a tape recorder with the vol-

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Section: Resultsmentioning

confidence: 99%

A Comparison of Response Cost and Differential Reinforcement of Other Behavior to Reduce Disruptive Behavior in a Preschool Classroom

Conyers

Miltenberger

Maki

et al. 2004

J of App Behav Analysis

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show abstract

“…Token economies have frequently been implemented in the classroom to both increase appropriate behavior (Putnam, Handler, Ramirez-Platt & Luiselli, 2003;Herring & Wilder, 2006) and to decrease disruptive behavior (Drabman, Spitalnik, & Spitalnik, 1974;. The educational literature on classroom management now includes recommendations on how to implement token economies within the classroom for individual students Macciomei, 1999;Ward, 1991) and for the entire classroom (Axelrod, 1998;.…”

Section: Token Economiesmentioning

confidence: 99%

A Comparison of Cost and Reward Procedures With Interdependent Group Contingencies

2016

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Disruptive behavior is considered the most common concern among general education teachers. Due to the nature of disruptive behavior amongst multiple students in the classroom, it ha been suggested that the most reasonable way of handling disruptive classroom behavior is through group contingencies while utilizing token economies. The present study evaluated the effectiveness of token economies within a general education classroom. Two elementary school teachers and their students participated. Conditions included baseline, response cost, and gain. During response cost conditions, tokens were removed contingent on disruptive behavior. During gain conditions, tokens were provided contingent on the absence of disruptive behavior. Results indicate that both procedures are effective to reduce the overall number of students disrupting and neither condition completely suppressed disruptive behavior. Implications are that both response cost and gain procedures are an efficient procedure to reduce the overall number of students disrupting in the general education classroom.

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“…Specifically, recent studies have illustrated how a proactive schoolwide behavior approach can reduce the frequency of behavioral incidents occurring during bus rides (Putnam, Handler, Ramirez-Platt, & Luiselli, 2003), recess (Todd, Haugen, Anderson, & Spriggs, 2002), in the cafeteria, and during hallway transitions (Lewis, Sugai, & Colvin, 1998).…”

Section: A Schoolwide Approach For Effective Behavior Supportmentioning

confidence: 99%

Establishing and sustaining research‐based practices at Centennial School: A descriptive case study of systemic change

Miller

George

Fogt

2005

Psychology in the Schools

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There has recently been increased attention given to the widely perceived gap between research and practice in school psychology and education. The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and sustain research-based practices. The use of such practices, in conjunction with organizational and systemic change, led to the significant reduction and eventually the virtual elimination of the use of and need for physical restraint and seclusionary time-out in the school, as well as a substantial increase in students' prosocial behavior. Procedures for reducing the gap between research and practice at Centennial School are discussed, including the methods used by school personnel to facilitate systems change, successfully implement research-based practices, and create a supportive organizational structure for sustaining effective practices. Possible roles for school psychologists in systems change efforts, potential barriers to the implementation of research-based practices, and recommendations as to how these barriers may be overcome also are provided.

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Improving Student Bus‐riding Behavior Through a Whole‐school Intervention

Cited by 48 publications

References 13 publications

A Comparison of Response Cost and Differential Reinforcement of Other Behavior to Reduce Disruptive Behavior in a Preschool Classroom

A Comparison of Response Cost and Differential Reinforcement of Other Behavior to Reduce Disruptive Behavior in a Preschool Classroom

A Comparison of Cost and Reward Procedures With Interdependent Group Contingencies

Establishing and sustaining research‐based practices at Centennial School: A descriptive case study of systemic change

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