Citation

Hawkins RO, Haydon T, McCoy D, Howard A. Sch. Psychol. Q. 2017; 32(2): 282-289.

Copyright

(Copyright © 2017, American Psychological Association)

DOI

10.1037/spq0000202

PMID

unavailable

Abstract

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time. Data revealed significant improvements in student behavior, providing support for implementation of group contingencies for students with EBDs in alternative educational settings and an example of feasible procedures and data collection methods. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Language: en

Keywords

Behavior Disorders; EBD; Emotional Disturbances; group contingencies; Group Participation; middle school; Middle School Students; Nontraditional Education; School Transition; transitions