Title
Self-monitoring, peer feedback, and randomization of both reinforcers and criteria for reinforcement: The effects on reducing inappropriate classroom behavior
Date of Completion
January 2003
Keywords
Psychology, Behavioral|Education, Educational Psychology|Education, Special
Degree
Ph.D.
Abstract
There is a wealth of research demonstrating the effectiveness of interdependent and unknown dependent group contingencies on improving behavioral and academic concerns within the school setting. Current studies focus on the addition of self monitoring and peer feedback to these interdependent and unknown dependent group contingencies in order to improve their effectiveness, while other studies have randomized different elements of the reinforcement procedure as a means of boosting the power of this intervention. Lacking in the present literature, however, is a study that combines these different elements into one packaged intervention aimed at decreasing inappropriate classroom behavior. The present study focuses on demonstrating the effectiveness of interdependent and unknown dependent group contingencies involving self-monitoring, peer feedback, and the randomization of both reinforcers and criteria for reinforcement in reducing the frequency of inappropriate behaviors performed by five students in a regular education classroom. The study used an ABAB reversal design to investigate the suspected power of this multifaceted intervention in improving classroom behavior. ^
Recommended Citation
Coogan, Brenda Anne, "Self-monitoring, peer feedback, and randomization of both reinforcers and criteria for reinforcement: The effects on reducing inappropriate classroom behavior" (2003). Doctoral Dissertations. AAI3118942.
https://digitalcommons.lib.uconn.edu/dissertations/AAI3118942