A Review of Class-wide Contingencies Programs: 1995–2014

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  • 学級集団に対する随伴性操作の研究動向:1995‒2014
  • 学級集団に対する随伴性操作の研究動向 : 1995-2014
  • ガッキュウ シュウダン ニ タイスル ズイハンセイ ソウサ ノ ケンキュウ ドウコウ : 1995-2014

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Abstract

<p>[Purpose]</p><p>Class-wide intervention based on behavior analysis is known as the use group-oriented contingencies, which may be dependent, interdependent or independent in nature. However, there are some problems to using group-oriented contingencies in a classroom. The present study reviews and organizes group-oriented contingencies, an approach that claims to influence more children in class, and suggests possible research directions.</p><p>[Methods]</p><p>The study was based on a review of group-oriented contingencies conducted between 1995 and 2014. The studies were retrieved from CiNii Articles and PsycINFO and categories were created accordingly.</p><p>[Results]</p><p>Seventeen English and six Japanese studies were reviewed. Two large categories, consisting of basic information about the studies, and the use of group-oriented contingencies, were created. Four medium-sized categories were created using basic information about the studies. The use of group-oriented contingences was used to develop five medium-level categories. Each medium-level category was then divided into two or three smaller categories.</p><p>[Discussion]</p><p>The present study reviews research on the applications of effective group-oriented contingencies in a classroom. Since the interdependent group-oriented type was the main group-oriented contingency used in classwide interventions, it seems to be the acceptable manner of intervention in schools. Consequently, this study examines the focus on interdependent group-oriented contingencies as a means of intervention.</p>

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