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Quail KR, Ward CL. Using Non-Violent Discipline Tools: Evidence Suggesting the Importance of Attunement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:7187. [PMID: 38131738 PMCID: PMC10742770 DOI: 10.3390/ijerph20247187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Revised: 12/07/2023] [Accepted: 12/07/2023] [Indexed: 12/23/2023]
Abstract
Training in non-violent discipline is important to prevent violence against children and ensure that their caregivers remain a safe base for them. This paper aims to deepen understanding of non-violent discipline by exploring attunement as a mechanism in the effectiveness of non-violent discipline tools. Attunement describes the sensitive responsiveness of caregivers towards their children and has been found to be central to the formation of secure attachment bonds and development of self-regulation. It includes understanding or being "in tune with" the child's needs and signals, matching these with appropriate responses. The objective of this paper is to explore attunement in relation to non-violent discipline. Peer-reviewed systematic reviews previously included in a systematic overview of evidence on non-violent discipline options were screened for information relevant to attunement. All reviews were published in English between 1999 and 2018 and offered evidence on at least one non-violent discipline tool. Although no reviews explicitly addressed attunement, evidence was found suggesting its importance in the use and effectiveness of discipline methods. Research directly investigating attunement in discipline is needed.
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Affiliation(s)
- Karen R. Quail
- Department of Psychology, Faculty of Humanities, University of Cape Town, Cape Town 7700, South Africa;
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2
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Ré TC, Rieken CJ, Brandt JA, Pacitto GO, Yepez J. Differential Reinforcement of Low Frequency Behavior as an Interdependent Group Contingency for Children Diagnosed with Autism Spectrum Disorder. JOURNAL OF BEHAVIORAL EDUCATION 2023:1-16. [PMID: 37359170 PMCID: PMC9994777 DOI: 10.1007/s10864-023-09512-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/19/2023] [Indexed: 06/28/2023]
Abstract
An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during intervention conditions as compared to baseline conditions; the combination of DRL and interdependent group contingency was effective at reducing the target behavior from baseline levels. Implications of concurrent interventions for the applied setting are discussed.
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Affiliation(s)
- Tyler C. Ré
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Chrystal Jansz Rieken
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Julie Ackerlund Brandt
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Gena O. Pacitto
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
| | - Jair Yepez
- Behavior Analysis Department, The Chicago School of Professional Psychology, 325 North
Wells Street, Chicago, IL 60654 USA
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Skinner CH, Bennett J, Richardson R, Scott K, Wheat LS, Martinez J. Educational equity, academic standards, and countercontrol: Preventing academic deficits with supplemental interdependent rewards. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Christopher H. Skinner
- Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA
| | - Jade Bennett
- The University of Tennessee Knoxville Tennessee USA
| | | | - Katie Scott
- The University of Tennessee Knoxville Tennessee USA
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Kim JY, Fienup DM, Oh AE, Wang Y. Systematic Review and Meta-Analysis of Token Economy Practices in K-5 Educational Settings, 2000 to 2019. Behav Modif 2021; 46:1460-1487. [PMID: 34784784 DOI: 10.1177/01454455211058077] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Token economy systems have been widely used as an evidence-based classroom management strategy to reinforce and improve prosocial responses. While token economies have been widely applied to educational settings, there have been mixed results regarding the effectiveness depending on the classroom type. To better understand the components contributing to the effectiveness, the researchers analyzed 24 token economy studies conducted in general and special education classrooms from kindergarten to fifth grade between 2000 and 2019. Eight token economy components and effect sizes were identified for each study and compared across different classroom types. The results showed that the token economy intervention yielded large effect sizes for both general and special education classroom types. There were differences in the usage of token components including backup reinforcer types, token production rate, and exchange production rate based on classroom types. Implications for future research and practice for educators and clinicians are discussed.
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Affiliation(s)
- Ji Young Kim
- Teachers College, Columbia University, New York, NY, USA
| | | | - Alice E Oh
- Teachers College, Columbia University, New York, NY, USA
| | - Ye Wang
- Teachers College, Columbia University, New York, NY, USA
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5
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Evaluating the independent group contingency: “Mystery Student” on improving behaviors in head start classrooms. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22540] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Abstract
Responding by individuals in groups has been a prominent interest of the field of psychology. Experimental analyses of human behavior have provided some unique findings of the role that the environment, including both social and nonsocial stimuli, may have on individual responding. Cooperative and competitive contingencies, previously evaluated in animal and human operant research, provide unique insight into applied interventions, in particular group contingencies. The current manuscript attempts to bridge these two literatures to foster the development of more effective technologies and lines of experimental or translational research that may better inform interventions in the applied realm.
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Affiliation(s)
- Tom Cariveau
- 1University of North Carolina Wilmington, Tom Cariveau, 601 South College Road, Wilmington, NC 28403 USA
| | - Colin S Muething
- 2Marcus Autism Center, Atlanta, GA USA.,3Emory University School of Medicine, Atlanta, GA USA
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Begeny JC, Codding RS, Wang J, Hida RM, Patterson SL, Kessler S, Fields‐Turner F, Ramos KA. An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22334] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- John C. Begeny
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Robin S. Codding
- Department of Educational PsychologyUniversity of Minnesota Minneapolis Minnestoa
| | - Jiayi Wang
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Rahma M. Hida
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Sierra L. Patterson
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | - Sarah Kessler
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
| | | | - Kimberly A. Ramos
- Department of PsychologyNorth Carolina State University Raleigh North Carolina
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Ramirez LH, Hawkins RO, Collins TA, Ritter C, Haydon T. Generalizing the Effects of Group Contingencies Across Instructional Settings for Students With Emotional and Behavioral Disorders. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0122.v48-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Codding RS, Begeny J, Kromminga KR, Edmunds RR, Klaft J, Diggs C, Hansen-Burke A. Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program? JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2019. [DOI: 10.1080/15377903.2019.1682735] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
| | - John Begeny
- North Carolina State University, Raleigh, NC, USA
| | | | | | - Jenna Klaft
- University of Minnesota, Twin Cities, Minneapolis, USA
| | - Calvary Diggs
- University of Minnesota, Twin Cities, Minneapolis, USA
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Chinnappan B, Rapp JT, Burkhart BR. Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting. Behav Modif 2019; 44:627-645. [PMID: 30841714 DOI: 10.1177/0145445519834637] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Over the past 30 years, researchers have shown that various types of group contingency procedures can decrease problem behavior displayed by young children in academic settings. Recently, researchers have demonstrated that presession rules, within-session feedback, and interdependent group contingencies (i.e., contingently delivered tangible and edible items) increased appropriate behavior displayed by detained adolescents in a residential treatment facility. Nevertheless, it is possible that rules with feedback about rule violations could produce comparable outcomes. To address this question, we used a nonconcurrent multiple baseline design across classrooms to evaluate the extent to which rules, visual feedback (i.e., marks on a board denoting rule violations), and postsession feedback decreased problem behaviors in three classrooms within a residential detention facility. Results indicate that problem behavior decreased to less than 10% of observation intervals in each classroom. Results from a social validity measure indicate that the procedures and outcomes were acceptable to the respective classroom teachers.
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Jones ME, Allan Allday R, Givens A. Reducing adolescent cell phone usage using an interdependent group contingency. J Appl Behav Anal 2019; 52:386-393. [PMID: 30693522 DOI: 10.1002/jaba.538] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2017] [Accepted: 04/12/2018] [Indexed: 11/09/2022]
Abstract
The purpose of this study was to test the effects of an interdependent group contingency on cell phone usage in an alternative high school classroom. We used an ABAB reversal design to test the effects of the contingency on the cell phone usage of the entire class and an individual student. Results showed a reduction in the cell phone use of the class and the individual when the group contingency was in effect, demonstrating a functional relation between the contingency and student cell phone usage. These findings suggest that group contingencies may be efficacious for teachers to use within their classrooms to curb cell phone usage. Further study of this intervention is warranted to determine its generality.
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Deshais MA, Fisher AB, Kahng S. A comparison of group contingencies on academic compliance. J Appl Behav Anal 2018; 52:116-131. [PMID: 30230538 DOI: 10.1002/jaba.505] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2017] [Accepted: 11/05/2017] [Indexed: 11/07/2022]
Abstract
We used a reversal design with an embedded multielement design to compare the effects of an independent group contingency and a randomized dependent group contingency on compliance with assigned literacy worksheets in a first-grade general education classroom. Nine participants were selected based on low levels of compliance in baseline or by teacher identification. Results indicated that both group contingencies increased compliance relative to baseline for the majority of participants. The independent condition produced higher levels of compliance for four students and the randomized dependent condition produced higher levels of compliance for one student. For four students, the two group contingencies were equally effective. A preference assessment indicated that the majority of target students preferred the randomized dependent condition and the majority of nontarget students preferred the independent condition. A number of potential explanations for our preference findings, including the possible role of obtained reinforcement, are discussed.
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Wills H, Kamps D, Caldarella P, Wehby J, Romine RS. CLASS-WIDE FUNCTION-RELATED INTERVENTION TEAMS (CW-FIT): Student and Teacher Outcomes from a Multisite Randomized Replication Trial. THE ELEMENTARY SCHOOL JOURNAL 2018; 119:29-51. [PMID: 36968127 PMCID: PMC10038329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Classwide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT developers in 1 site, with 2 additional research groups not involved in its development. The study was conducted across 3 states, in 21 culturally diverse schools, and with 83 teachers (classrooms) assigned to CW-FIT and 74 teachers (classrooms) assigned to the comparison group. The CW-FIT intervention included teaching prosocial skills and use of differential attention (teacher praise and points) for appropriate behaviors using a group contingency, class teams, goal setting, points, and rewards. Class-wide student on-task behavior improved, teacher praise and attention to appropriate behaviors increased, and reprimands decreased in the CWFIT classes with significantly fewer changes over time for the comparison group.
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McDougale CB, Coon JC, Richling SM, O'Rourke S, Rapp JT, Thompson KR, Burkhart BR. Group Procedures for Decreasing Problem Behavior Displayed by Detained Adolescents. Behav Modif 2018; 43:615-638. [PMID: 29902929 DOI: 10.1177/0145445518781314] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
As one component of providing treatment in a residential facility, Brogan, Falligant, and Rapp decreased problem behavior by two groups of detained adolescents using group contingency procedures. The current series of studies evaluated the extent to which group procedures could be extended to other contexts within a residential facility. In Study 1, fixed-time delivery of attention by dormitory staff decreased problem behavior displayed by a group of five to 11 detained adolescents during free periods. In Study 2, rules from a therapist plus contingencies for following those rules increased appropriate line walking during specific transition periods. Subsequently, rules alone maintained appropriate line walking, however, direct training was required to produce appropriate line walking during other transitions. Measures of social validity indicated the procedures and outcomes in both studies were acceptable to facility personnel.
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Hernan CJ, Collins TA, Morrison JQ, Kroeger SD. Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game. Behav Modif 2018; 43:439-463. [DOI: 10.1177/0145445518764343] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.
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Brogan KM, Falligant JM, Rapp JT. Interdependent Group Contingencies Decrease Adolescents’ Disruptive Behaviors During Group Therapy: A Practitioner’s Demonstration. Behav Modif 2017; 41:405-421. [DOI: 10.1177/0145445517693812] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Adolescents who have been adjudicated for illegal sexual behavior may receive treatment that requires attending group therapy sessions and classes. For some adolescents, nonsexual problem behavior (e.g., verbal outbursts, noncompliance) interferes with their ability to participate in group treatment. Researchers used a multiple-baseline across groups design with an embedded changing criterion design to evaluate the effects of an interdependent group contingency for decreasing disruptive behavior in adolescents across two therapy groups. Results indicated that the procedure was effective in reducing disruptive behavior emitted by adolescents in group therapy. Measures of social validity indicated that both the therapists and students viewed the overall procedures and outcomes as acceptable. Implications for interdependent group contingencies across diverse populations are discussed.
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Cariveau T, Kodak T. Programming a randomized dependent group contingency and common stimuli to promote durable behavior change. J Appl Behav Anal 2016; 50:121-133. [PMID: 27704546 DOI: 10.1002/jaba.352] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2015] [Accepted: 05/03/2016] [Indexed: 11/08/2022]
Abstract
Low levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn.
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Hirsch SE, Healy S, Judge JP, Lloyd JW. Effects of an interdependent group contingency on engagement in physical education. J Appl Behav Anal 2016; 49:975-979. [DOI: 10.1002/jaba.328] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2015] [Accepted: 02/03/2016] [Indexed: 11/09/2022]
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