Positive behavior change
Effects of an intervention package for disruptive behavior in a specialized school setting
Bibliographic Data
| ID | 21375813 |
|---|---|
| Authors | J Meredith Stremel (0000-0001-5049-4131, Department of Psychology Dayton Chlidren's Hospital Dayton Ohio USA, corresponding author), Renee O Hawkins (0000-0003-4884-4141, School of Human Services, The College of Education, Criminal Justice, and Human Services University of Cincinnati Cincinnati Ohio USA), Tai A Collins (0000-0001-7026-4878, School of Human Services, The College of Education, Criminal Justice, and Human Services University of Cincinnati Cincinnati Ohio USA), Laura Nabors (0000-0002-0884-8538, School of Human Services, The College of Education, Criminal Justice, and Human Services University of Cincinnati Cincinnati Ohio USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 3 |
| Pages | 607-627 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22634 |
| OpenAlex | W4200083550 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a student to watch throughout the 45‐min class period to determine if that student was following classroom rules. If so, the entire class earned a randomly selected reward at the end of class period. The intervention package also included two opportunities, one at the start and one at the end of class, for students to engage in positive reporting sessions. Results indicated an increase in engagement and a decrease in off‐task and disruptive behavior while the intervention was implemented. The effects on positive and negative peer statements were ultimately minimal throughout all classrooms and phases. Social validity data indicated that teachers found the intervention package to be easy to include in their daily routine and stated that they would continue using this intervention package in the future. Discussion focuses on implications for practice and the need for additional research examining the effects of positive peer reports on student behavior
Behavior change · Class (philosophy) · Contingency · Contingency management · Developmental psychology · Intervention (counseling) · Mathematics education · Medical education · Peer group · Randomized controlled trial · Task (project management) · Applied Psychology · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Medicine · Psychology · Social Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |