Relative Effects of Delayed Versus Immediate Reinforcement Within an Interdependent Group-Oriented Contingency System

Show simple item record

dc.contributor.advisor Anderson, Cindy en_US
dc.contributor.author Coughlin, Cristy en_US
dc.creator Coughlin, Cristy en_US
dc.date.accessioned 2012-10-26T04:01:13Z
dc.date.available 2012-10-26T04:01:13Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/1794/12396
dc.description.abstract The current study sought to add to the literature on applying interdependent group-oriented contingency systems with randomized components to academic performance. This study expanded previous work, which has only examined effects on elementary classrooms and students with disabilities, by implementing a similar intervention within a general education, secondary classroom. Given the restricted time that teachers have to learn and implement interventions, while simultaneously carrying out all their additional responsibilities in the classroom, it is necessary for school psychologists to consider these limitations when recommending interventions. In previous work involving interdependent group-oriented contingencies, the delivery of reinforcement has been relatively immediate. While this is an ideal arrangement, it may be infeasible for middle and high school teachers to ensure reinforcement of academic performance occurs immediately within the class period. This study examined whether the delivery of reinforcement can be delayed within an interdependent group-oriented contingency system and still improve the academic performance of students in the classroom, which will allow the teacher more time for evaluating the quality of student work and, in turn, impact the acceptability of the intervention. One middle school, general education classroom served as the setting for this study. Academic performance data, including in-class work completion and accuracy rates, were collected class-wide and data on social behavior variables were gathered for 3 students exhibiting moderate to high levels of off-task behavior, based on teacher perception. An alternating treatments design was employed with two intervention conditions: one condition included immediate reinforcement and the other involved delivering reinforcement to students a day later. The interdependent group-oriented contingency intervention implemented included procedures for randomly selecting target behaviors, criteria, and reinforcers. en_US
dc.language.iso en_US en_US
dc.publisher University of Oregon en_US
dc.rights All Rights Reserved. en_US
dc.subject alternating treatments design en_US
dc.subject applied behavior analysis en_US
dc.subject classroom management en_US
dc.subject delayed reinforcement en_US
dc.subject group contingency en_US
dc.subject random selection of reinforcers en_US
dc.title Relative Effects of Delayed Versus Immediate Reinforcement Within an Interdependent Group-Oriented Contingency System en_US
dc.type Electronic Thesis or Dissertation en_US


Files in this item

Files Size Format View
Coughlin_oregon_0171A_10386.pdf 1.607Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record