Sage Journals: Discover world-class research

Abstract

Several studies have used interdependent group contingencies to decrease disruptive behavior and increase appropriate behavior for groups of adolescents. In addition, one study demonstrated that rules plus feedback about rule violations, without additional group contingencies, decreased problem behavior and increased appropriate behavior for adolescents in three classrooms within a residential juvenile facility. Given the rapid behavior change observed in the aforementioned study, it is possible behavior changes were produced by reactivity to obtrusive observation from program implementers. To address this question, we used two A-B designs in conjunction with the conservative dual-criterion (CDC) method to evaluate the extent to which obtrusive observation alone and rules, without systematic consequences, decreased problem behaviors in two classrooms within a residential juvenile facility. Results from visual and CDC analyses indicate that (a) obtrusive observation did not affect problem behavior in either classroom and (b) rules decreased problem behavior in both classrooms and increased appropriate behavior in one classroom. In addition, a measure of social validity indicated that the procedures and outcomes were acceptable to the classroom teacher.

Keywords

adolescent problem behavior classroom rules group contingencies juvenile justice problem behavior residential juvenile facilities rule-following behavior

Get full access to this article

View all access options for this article.

References

Barrish

H. H.

Saunders

Wolf

M. M.

(1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119–124. https://doi.org/10.1901/jaba.1969.2-119

Brogan

K. M.

Falligant

J. M.

Rapp

J. T.

(2017). Interdependent group contingencies decrease adolescents’ disruptive behaviors during group therapy: A practitioner’s demonstration. Behavior Modification, 41(3), 405–421. https://doi.org/10.1177/0145445517693812

Brogan

K. M.

Rapp

J. T.

Sturdivant

B. R.

(2019). Transition states in single case experimental designs. Behavior Modification. Advance online publication. https://doi.org/10.1177/0145445519839213

Brogan

K. M.

Richling

S. M.

Rapp

J. T.

Thompson

K. R.

Burkhart

B. R.

(2018). Activism and advocacy note: Collaborative efforts by the Auburn University applied behavior analysis program in the treatment of adolescents adjudicated for illegal sexual behavior. Behavior and Social Issues, 27, 11–13. https://doi.org/10.5210/bsi.v.27i0.8267

Chinnappan

Rapp

J. T.

Burkhart

(2019). Effects of rules and feedback on classroom behavior of adolescents in a residential treatment setting. Behavior Modification. Advance online publication. https://doi.org/10.1177/0145445519834637

Coon

J. C.

Rapp

J. T.

(2018). Application of multiple baseline designs in behavior analytic research: Evidence for the influence of new guidelines. Behavioral Interventions, 33(2), 160–172. https://doi.org/10.1002/bin.1510

Cooper

J. O.

Heron

T. E.

Heward

W. L.

(2007). Applied behavior analysis (2nd ed.). Pearson.

Devine

S. L.

Rapp

J. T.

Testa

J. R.

Henrickson

M. L.

Schnerch

(2011). Detecting changes in simulated events using partial-interval recording and momentary time sampling III: Evaluating sensitivity as a function of session length. Behavioral Interventions, 26(2), 103–124. https://doi.org/10.1002/bin.328

Downs

K. R.

Caldarella

Larsen

R. A.

Charlton

C. T.

Wills

H. P.

Kamps

D. M.

Wehby

J. H.

(2019). Journal of Positive Behavior Interventions, 21(3), 135–147. https://doi.org/10.1177/1098300718800824

10.

Fisher

W. W.

Kelley

M. E.

Lomas

J. E.

(2003). Visual aids and structured criteria for improving visual inspection and interpretation of single-case designs. Journal of Applied Behavior Analysis, 36(3), 387–406. https://doi.org/10.1901/jaba.2003.36-387

11.

Flower

McKenna

Muething

C. S.

Pedrotty-Bryant

Bryant

B. R.

(2014). Effects of the Good Behavior Game on class wide off-task behavior in a high school basic algebra resource classroom. Behavior Modification, 38(1), 45–68. https://doi.org/10.1177/0145445513507574

12.

Foley

Dozier

Lessor

(2019). Comparison of components of the Good Behavior Game in a preschool classroom. Journal of Applied Behavior Analysis, 52(1), 84–104. https://doi.org/10.1002/jaba.506

13.

Greenwood

C. R.

Hops

Delquadri

Guild

(1974). Group contingencies for group consequences in classroom management: A further analysis. Journal of Applied Behavior Analysis, 7(3), 413–425. https://doi.org/10.1901/jaba.1974.7-413

14.

Groves

E. A.

Austin

J. L.

(2017). An evaluation of interdependent and independent group contingencies during the Good Behavior Game. Journal of Applied Behavior Analysis, 50(3), 552-566. https://doi.org/10.1002/jaba.393

15.

Groves

E. A.

Austin

J. L.

(2019). Does the Good Behavior Game evoke negative peer pressure? Analyses in primary and secondary classrooms. Journal of Applied Behavior Analysis, 52(1), 3–16. https://doi.org/10.1002/jaba.513

16.

Hernan

C. J.

Collins

T. A.

Morrison

J. Q.

Kroeger

S. D.

(2019). Decreasing inappropriate use of mobile devices in urban high school classrooms: Comparing an antecedent intervention with and without the Good Behavior Game. Behavior Modification, 43(3), 439–463. https://doi.org/10.1177/0145445518764343

17.

Johnston

J. M.

Pennypacker

H. S.

(1993). Strategies and tactics of behavioral research: 2nd ed. Lawrence Erlbaum Associates, Inc.

18.

Joslyn

P. R.

Donaldson

J. M.

Austin

J. L.

Vollmer

T. R.

(2019). The Good Behavior Game: A brief review. Journal of Applied Behavior Analysis, 52(3), 811–815. https://doi.org/10.1002/jaba.572

19.

Joslyn

P. R.

Vollmer

T. R.

Hernández

(2014). Implementation of the Good Behavior Game in classrooms for children with delinquent behavior. Acta de Investigación Psicológica, 4(3), 1673–1682. https://doi.org/10.1016/S2007-4719(14)70973-1

20.

Joslyn

P. R.

Vollmer

T. R.

Kronfli

F. R.

(2019). Interdependent group contingencies reduce disruption in alternative high school classrooms. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-019-09321-0

21.

Kazdin

A. E.

(1979). Unobtrusive measures in behavioral assessment. Journal of Applied Behavior Analysis, 12(4), 713–724. https://doi.org/10.1901/jaba.1979.12-713

22.

Kelshaw-Levering

Sterling-Turner

H. E.

Henry

J. R.

Skinner

C. H.

(2000). Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools, 37(6), 523–533. https://doi.org/10.1002/1520-6807(200011)37:6<523::AID-PITS5>3.0.CO;2-W

23.

Kissi

Hughes

Mertens

Barnes-Holmes

De Houwer

Crombez

(2017). A systematic review of pliance, tracking, and augmenting. Behavior Modification, 41(5), 683–707. https://doi.org/10.1177/0145445517693811

24.

Kleinman

K. E.

Saigh

P. A.

(2011). The effects of the good behavior game on the conduct of regular education New York City high school students. Behavior Modification, 35(1), 95–105. https://doi.org/10.1177/0145445510392213

25.

Lanovaz

M. J.

Huxley

S. C.

Dufour

M. M.

(2017). Using the dual-criteria methods to supplement visual inspection: An analysis of non-simulated data. Journal of Applied Behavior Analysis, 50(3), 662–667.https://doi.org/10.1002/jaba.394

26.

Lanovaz

M. J.

Rapp

J. T.

(2016). Using single-case experiments to support evidence-based decisions: How much is enough? Behavior Modification, 40(3), 377–395. https://doi.org/10.1177/0145445515613584

27.

Lanovaz

M. J.

Turgeon

Cardinal

Wheatley

T. L.

(2019). Using single case designs in practical settings: Is within-subject replication always necessary? Perspectives on Behavior Science, 42(1), 153–162. https://doi.org/10.1007/s40614-018-0138-9

28.

Lee

Penrod

Price

J. N.

(2017). A comparison of cost and reward procedures with interdependent group contingencies. Behavior Modification, 41(1), 21–44. https://doi.org/10.1177/0145445516650964

29.

Litow

Pumroy

D. K.

(1975). A brief review of classroom group oriented contingencies. Journal of Applied Behavior Analysis, 8(3), 341–347. https://doi.org/10.1901/jaba.1975.8-341

30.

Little

S. G.

Akin-Little

O’Neill

(2015). Group contingency interventions with children—1980-2010: A meta-analysis. Behavior Modification, 39(2), 322–341. https://doi.org/10.1177/0145445514554393

31.

Madsen

C. H.

Becker

W. C.

Thomas

D. R.

(1968). Rules, praise, and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis, 1(2), 139–150. http://doi.org/10.1901/jaba.1968.1-139

32.

McDougale

C. B.

Coon

J. C.

Richling

S. M.

O’Rourke

Rapp

J. T.

Thompson

K. R.

Burkhart

B. R.

(2019). Group procedures for decreasing problem behavior displayed by detained adolescents. Behavior Modification, 43(5), 615–638. https://doi.org/10.1177/0145445518781314

33.

Moore

T. C.

Alpers

A. J.

Rhyne

Coleman

M. B.

Gordon

J. R.

Daniels

Skinner

C. H.

Park

(2019). Brief prompting to improve classroom behavior: A first-pass intervention option. Journal of Positive Behavior Intervention, 21(1), 30–41. https://doi.org/10.1177/1098300718774881

34.

Mudford

O. C.

Martin

N. T.

Hui

J. K. Y.

Taylor

S. A.

(2009). Assessing observer accuracy in continuous recording of rate and duration: Three algorithms compared. Journal of Applied Behavior Analysis, 42(3), 527–539. https://doi.org/10.1901/jaba.2009.42-527

35.

Rubow

C. C.

Vollmer

T. R.

Joslyn

P. R.

(2018). The effects of the good behavior game on student and teacher behavior in an alternative school. Journal of Applied Behavior Analysis, 51(2), 382–392. https://doi.org/10.1002/jaba.455

36.

Skinner

C. H.

Cashwell

C. S.

Dunn

M. S.

(1996). Independent and interdependent group contingencies: Smoothing the rough waters. Special Services in the Schools, 12(1–2), 61–78. https://doi.org/10.1300/J008v12n01_04

37.

J. R.

Gratz

Donaldson

J. M.

(2016). The good behavior game with students in alternative educational environments: Interactions between reinforcement criteria and scoring accuracy. Journal of Behavioral Education, 25(4), 455–477. https://doi.org/10.1007/s10864-016-9257-0

38.

Wiskow

K. M.

Matter

A. L.

Donaldson

J. M.

(2019). The good behavior game in preschool classrooms. An evaluation of feedback. Journal of Applied Behavior Analysis, 52(1), 101–115. https://doi.org/10.1002/jaba.500

39.

Wright

R. A.

McCurdy

B. L.

(2012). Class-wide positive behavior support and group contingencies: Examining a positive variation of the Good Behavior Game. Journal of Positive Behavior Interventions, 14(3), 173–180. https://doi.org/10.1177/1098300711421008.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.40 MB

Effects of Obtrusive Observation and Rules on Classroom Behavior of Adolescents in a Juvenile Residential Treatment Setting

Abstract

Keywords

Get full access to this article

References

Supplementary Material