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dc.contributor.authorNowicki, Elizabeth
dc.date.accessioned2014-09-17T18:10:21Z
dc.date.available2014-09-17T18:10:21Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/1951/64535
dc.description.abstractDisruptive behaviors have been known to take away from valuable classroom instruction. Researchers have documented the positive effects of group contingencies. This study investigated the effects of group contingencies with randomized components in an urban fourth – grade classroom watching the top disruptive students. Each student was observed on five negative behaviors: inappropriate shout outs, out of seat, disruptive noises, being off task and being disrespectful to classmates. The study incorporated a behavioral intervention known as the Jars Game in which the class worked together to win a mystery motivator. The intervention was set up using a multiphase baseline design (i.e., A-B-A-B design) and results showed that when the Jars Game was in action disruptive behaviors decreased significantly for each student being observed.en_US
dc.language.isoen_USen_US
dc.subjectSchool children -- Discipline.en_US
dc.subjectClassroom management -- Case studies.en_US
dc.subjectBehavior disorders in children.en_US
dc.titleThe effects of randomized group contingencies on disruptive classroom behaviors in an urban school setting.en_US
dc.typeThesisen_US


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