Increasing tootling: The effects of a peer-monitored group contingency program on students' reports of peers' prosocial behaviors

Skinner, Christopher H.; Cashwell, Tammy H.; Skinner, Amy

doi:10.1002/(sici)1520-6807(200005)37:3<263::aid-pits6>3.0.co;2-c

Cited by 78 publications

(103 citation statements)

References 14 publications

(11 reference statements)

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“…The study adds to what is known about CW-FIT and also the literature reporting the effects of interdependent group-oriented contingencies (e.g., Cashwell et al, 2001;Conklin et al, 2010;Kamps, 2009;Kamps et al, 2010;Skinner et al, 2000). This replication study adds to the generalizability of the CW-FIT effects on a wider range of teachers, behaviors, and grade levels.…”

Section: Purposementioning

confidence: 52%

“…Hence, the design of the educational environment must provide for more than preventing disruptive behaviors, it must also have systems for increasing prosocial behaviors (Winett & Winker, 1972). In regard to these concerns, a few researchers have used interdependent group contingencies to increase social skills (e.g., Winett, Battersby, & Edwards, 1975), increase appropriate classroom behavior (Babyak et al, 2000;Greenwood, Hops, Delquadri, & Guild, 1974;Koch & Breyer, 1974), and increase students' reports of their peers prosocial behaviors (Cashwell et al, 2001;Skinner, Cashwell, & Skinner, 2000).…”

Section: Effects Of Interdependent Group Contingencies On Prosocial Cmentioning

confidence: 99%

“…One hundred percent of the students agreed that they enjoyed earning rewards for showing good student behavior during the game. Skinner et al (2000) taught fourth grade students to report peers' prosocial or helping behaviors. The researchers referred to this reporting behavior as "tootling,"…”

Section: Effects Of Interdependent Group Contingencies On Prosocial Cmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

2016

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Section: Purposementioning

confidence: 52%

Section: Effects Of Interdependent Group Contingencies On Prosocial Cmentioning

confidence: 99%

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The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

2016

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“…PAX GBG also uses teacher and peer praise notes to identify and reinforce pro-social behavior (Parsons, 1982, Kelley, 1990& Skinner, Cashwell, & Skinner, 2000. This has shown to increase friendships networks, improve gratitude, and even protect against bullying and threats to status.…”

Section: Kernels To Address Gendermentioning

confidence: 99%

Universal Prevention and Addressing Gender Inequality in Classrooms

Fruth¹,

Miracle²,

Fletcher³

et al. 2016

JPBS

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“…nach McGinnis et al, 1995 (Nolting, 2002). Häufig werden hingegen unerwünschte Verhaltensweisen und entsprechende negative Konsequenzen benannt (Skinner, Cashwell & Skinner, 2000 (Wentzel, 2003).…”

Section: Klassenregelnunclassified

Förderung sozialer Kompetenzen im Unterricht

Drössler

2007

Zeitschrift für Pädagogische Psychologie

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Zusammenfassungwere cooperative learning as well as strategies to improve the classroom climate (e.g. social rules, climate diagnostics). These strategies were taught in workshops attended by the teacher stuff of the participating schools. The teachers implemented the strategies in their regular classrooms and documented the implementation fidelity by a logbook. The intervention as well as the implementation was evaluated over a period of three years.The treatment efficacy was tested in a longitudinal study (3 assessment points) at 364 students from 8 schools with intervention and 198 students from 5 schools without intervention serving as control group. The targeted criteria in this evaluation were the development of social competence, social competence beliefs and class climate. Comparing the two groups the teacher-student-relationship decreased less drastically in the schools with intervention compared to the control group. Taking the teachers' documentation of the implementation fidelity into account results indicate that more frequent implementations of the strategies led to better development of the students' social competence, the teacher-student-relationship as well as student-student-relationship.Therefore, the results impressively demonstrate the relevance to assess the implementation fidelity in intervention trials. Data on implementation fidelity (exposure, adherence) enables more valid conclusions on the intervention's effectiveness. However, the project revealed difficulties to develop and to apply instruments to assess implementation fidelity, Therefore, in future research instruments for the evaluation of the implementation process have to be focused as well.iii Vorbemerkungen und Danksagung

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Increasing tootling: The effects of a peer-monitored group contingency program on students' reports of peers' prosocial behaviors

Cited by 78 publications

References 14 publications

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

Universal Prevention and Addressing Gender Inequality in Classrooms

Förderung sozialer Kompetenzen im Unterricht

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