Nonaversive Procedures in the Treatment of Classroom Behavior Problems

Abstract

Athough a number of previous narrative reviews have found reinforcement to be effective in the management of classroom behavior problems, lack of a statistical methodology for analyzing singe-case design has prevented precise comparisons of many of the parameters of reinforcement. This investigation uses a regression approach to generate effect sizes for a quantitative synthesis of single-case studies. Five parameters of reinforcement approaches in classroom behavior management were investigated: type of treatment, topography of behavior treated, administrative arrangements, agent administering the treatment, and setting. Although few main effect differences were found within any one parameter, significant, robust interaction effects were found between the presence of reinforcement and topography, reinforcement and setting, and setting and administrative arrangements. Implications for both practice and research methodology are discussed.

Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

“…Interdependent group contingencies are behavior management strategies in which positive reinforcement depends on the behavior of group members (Alberto & Troutman, 2017). Over four decades of research on interventions using group contingencies have shown the practice to be effective in improving students’ on-task behavior (Hayes, 1976; Jenson, 1978; Maggin, Johnson, Chafouleas, Ruberto, & Berggren, 2012; Skiba, Casey, & Center, 1985; Stage & Quiroz, 1997; Theodore, Bray, & Kehle, 2004; Trevino-Maack, Kamps, & Wills, 2015). Many researchers recommend group contingencies because they (a) create little disruption to the lesson, (b) simultaneously address multiple behaviors from several students, and (c) require little effort from the teacher (Algozzine, Daunic, & Smith, 2010).…”

What is feedback in clinical education?

“…An overview of definitions is provided in Table 2. Feedback is mostly represented by the information concept [28][29][30][31][32][33][34][35][36][37][38] (n = 8), followed by reaction [39][40][41][42][43] (n = 5), and cycle [44][45][46][47][48] (n = 3). One definition combines these 3 concepts.…”

A Sensitivity Analysis of Three Nonparametric Treatment Effect Scores for Single-Case Research for Participants with Autism

“…Skiba et al (1985) argued in favour of an effect size based solely on the first AB phase comparison, claiming that treatment effects beyond the first treatment tested may be confounded with multiple treatment interference or that failure to revert to baseline levels in subsequent baseline phases may be attributed to lack of experimental control or powerful treatment effects. Other approaches were based on a combination of comparable phases prior to calculation of an arithmetic mean (Scruggs et al 1987) and a comparison of first A with last B phase (Allison and Gorman 1993).…”