Generalization of Cooperative Behavior Across Classroom Situations

Abstract

Three behavior-disordered preschoolers who had low rates of cooperative behavior served as subjects in a classroom setting. Observations were made throughout phases of Baseline, Intervention I, Reversal, and Intervention II, and within a multiple baseline design. For participation in a low-frequency assembly task, children gained access time to high-frequency activities. Data were also collected during free-play occasions during which contingencies were not manipulated. Results indicated an increase in cooperative behavior and proximity within task-specific (e.g., assembly) situations. There was additional evidence of generalization of such behavior during free-play periods. The outcomes indicate the feasibility of group behavior change by simple systematic contingency rearrangement of existing classroom activities. Results also support generalization of programmed gains to nonprogrammed behavior classes within the same environment.

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