A Group-Oriented Contingency and Disruptive Behavior of Children in a Regular Classroom : Component Analysis

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  • 通常学級における集団随伴性を用いた介入パッケージが授業妨害行動に及ぼす効果の検討 : 介入パッケージの構成要素分析を通して
  • ツウジョウ ガッキュウ ニ オケル シュウダン ズイハンセイ オ モチイタ カイニュウ パッケージ ガ ジュギョウ ボウガイ コウドウ ニ オヨボス コウカ ノ ケントウ カイニュウ パッケージ ノ コウセイ ヨウソ ブンセキ オ トオシテ

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Study objective: The present study examined effects of a group-oriented contingency intervention called "Anchor the Boat" on disruptive behaviors (talk-outs) and alternative behaviors in a third-grade classroom in a public elementary school. Design: Interventions followed baselines across 3 settings (teacher's talk before 1st period, 1st period, and 2nd period). Setting: One classroom in a public elementary school. Participants: 33 children (15 boys, 18 girls). Intervention: A package program consisting of rules of good listening, a sign for preparation to listen, group-oriented contingency management, and interventions by the teacher. Measure: Interval recording was used to measure talk-outs in class. Results: To decrease talk-out behavior, a group-oriented contingency proved to be necessary in addition to rules of good listening, a sign for preparation to listen, and interventions by the teacher. However, only rules of good listening, a sign for preparation to listen, and interventions by the teacher increased alternative behavior. Conclusion: Conditions necessary for rules to function effectively in class were examined through component analysis of the intervention package.

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