[Updated on Apr. 18] Integration of CiNii Articles into CiNii Research

Promoting Preparations for Lunchtime and Peer Interactions Among Pupils in a Regular Classroom: Effects of Interdependent Group-Oriented Contingencies

  • TSURUMI Naoko
    Kitatsunashima School for Special Needs Education
  • GOMI Yoichi
    National Center for Persons With Severe Intellectual Disabilities, Nozominosono
  • NORO Fumiyuki
    Gradudate School of Comprehensive Human Sciences, University of Tsukuba

Bibliographic Information

Other Title
  • 通常学級の給食準備場面への相互依存型集団随伴性の適用
  • 通常学級の給食準備場面への相互依存型集団随伴性の適用 : 相互作用を促進する条件の検討
  • ツウジョウ ガッキュウ ノ キュウショク ジュンビ バメン エ ノ ソウゴ イソンガタ シュウダン ズイハンセイ ノ テキヨウ : ソウゴ サヨウ オ ソクシン スル ジョウケン ノ ケントウ
  • ―相互作用を促進する条件の検討―

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Abstract

The present study examined effects of interdependent group-oriented contingencies on the preparations for lunchtime and spontaneous supportive behavior of third-grade pupils in a regular classroom. Prior to the classwide interventions, in order to prevent negative side effects of the group-oriented contingencies, individualized prompting and verbal praise were given for the behavior of the 2 targeted boys who were deficient in skills needed to complete preparations for lunchtime. After that, an interdependent group-oriented contingency was introduced, based on the time required for all the children in the class to complete the preparations for lunch. Finally, an interdependent group-oriented contingency based on the performance of the members of each sub-group was added. The results revealed that the time required for lunchtime preparations by both the targeted and the other children decreased to a level acceptable to their teacher. In addition, the frequency of spontaneous and positive peer interactions dramatically increased in the final interdependent group-oriented contingency condition. Furthermore, negative side effects were not observed in the interactions between the targeted boys and their classmates. The present results suggest the applicability and utility of this additive individualized intervention and subgroup-based group-oriented reinforcement for facilitating spontaneous supportive interactions among children whose behavior is being reinforced by an interdependent group-oriented contingency.

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