Master's Theses

Department

Psychology

Degree Name

Master of Science (MS)

Abstract

The effect of a dependent group contingency procedure on the on-task and disruptive classroom behaviors of a child was examined in a fourth grade classroom of 23 students. Additional measures were taken on the subject's social status and self-control. Baseline data were gathered on the on-task and disruptive classroom behaviors exhibited by the subject. Disruptive behaviors included out-of-seat, talking-out, and noisemaking behaviors. Next, in the treatment condition, extra recess for all class members was contingent on a criterion level of on-task behavior of the subject. After a noncontingent reinforcement condition of class recess every day, the treatment condition of contingent extra recess was reinstated. Results indicated that the procedures were effective in increasing on-task behavior of the subject. While there was a concomitant decrease in disruptive behavior, variability in the data indicated that the effects may not have been stable. The data further indicated an increase in the subject's social status as rated by classroom students and an increase in self-control as rated by the class room teacher for the classroom in which the study was conducted. The classroom teacher for non- experimental class periods rated the subject as less self-controlled after intervention. It was concluded that generalization of the treatment did not occur across class periods. Possible explanations for the lack of generalization were discussed.

Keywords

Psychology

Advisor

Jack Kramer

Date of Award

Summer 1980

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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