effectiveness of a group contingency intervention
TRANSCRIPT
EFFECTIVENESS OF A GROUP CONTINGENCY
INTERVENTION IN A SELF-CONTAINED CLASSROOM FOR STUDENTS WITH EBD
By Christy Moran
EMOTIONAL/BEHAVIORAL DISORDER (EBD) DEFINED
• The inability to learn
• Concerns in the area of creating/maintaining relationships
• Displaying inappropriate behaviors
• Depression or otherwise unhappiness
• Symptoms of fears
• -Cullinan & Sabornie, 2004
GLOBAL CONCERNS
• Difficulties with peer relationships
• Fighting with peers
• Lack of empathy
• Cullinan & Sabornie, 2004; Landrum, Tankersley & Kaufman, 2003
Student Age Grade Free/reduced lunches Disabilities % in Gen Ed Medical concerns
Dan 12 years old 7th Reduced lunch ED, HI, ODD, ADHD, Asperger’s 21% Food Allergies
John 13 Years old 8th Free lunch ED, ADHD with Anxiety, ODD,
VI
40% Asthma
Ken 13 years old 8th N/A ADHD, SLD 40% N/A
Students
INTERVENTION
• Interdependent Group Contingency
• Studies done in General education classes
• Ling, Hawkin, &Weber, 2011
PROCEDURE
HOW DID IT ALL GO
POSITIVE STATEMENTS
-1
0
1
2
3
4
5
6
Jan 13
Jan 15
Jan 17
Jan 19
Jan 21
Jan 23
Jan 25
Jan 27
Jan 29
Jan 31
Feb 02
Feb 04
Feb 06
Feb 08
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Feb 12
Feb 14
Feb 16
Feb 18
Feb 20
Feb 22
Feb 24
Feb 26
Feb 28
Mar 02
Mar 04
Mar 06
Mar 08
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Mar 12
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Mar 16
Mar 18
Mar 20
Mar 22
Mar 24
Mar 26
Mar 28
Mar 30
Apr 01
Apr 03
Tota
l pe
r d
ay
John's Positive Statements
Baseline
Intervention
Back to Baseline
Baseline InterventionBack to Baseline
POSITIVE STATEMENTS
-1
0
1
2
3
4
5
6
Jan 1
3
Jan 1
5
Jan 1
7
Jan 1
9
Jan 2
1
Jan 2
3
Jan 2
5
Jan 2
7
Jan 2
9
Jan 3
1
Feb 0
2
Feb 0
4
Feb 0
6
Feb 0
8
Feb 1
0
Feb 1
2
Feb 1
4
Feb 1
6
Feb 1
8
Feb 2
0
Feb 2
2
Feb 2
4
Feb 2
6
Feb 2
8
Mar
02
Mar
04
Mar
06
Mar
08
Mar
10
Mar
12
Mar
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Mar
16
Mar
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Mar
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Mar
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Mar
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Apr
01
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03
To
tal p
er
day
Ken's Positive Statements
Baseline
Intervention
Back to Baseline
Baseline Intervention Back to Baseline
John (2) Math
Lang
Arts Assignment Incident Attendance Positive Positive Positive
Grade Grade Refusals Reports Suspensions (days absent) Interactions Communication Statements
2nd Quarter 66 74 8 3 2 5 87 95
Baseline 0 0 0 0 97 96 2
Intervention 2 7 3 4 90 96 111
Back to Baseline 1 1 0 0 83 91 0
3rd Quarter 86 83
Ken (3) Math Lang Arts Assignment Incident Attendance Positive Positive Positive
Grade Grade Refusals Reports Suspensions (days absent) Interactions Communication Statements
2nd Quarter 82 81 3 5 3 5 86 80
Baseline 1 1 0 1 80 86 0
Intervention 0 1 0 4.5 92 94 114
Back to Baseline 0 0 0 0 99 99 0
3rd Quarter 91 86
RESOURCES USED IN THIS PRESENTATION
• Cullinan, D., & Sabornie, E. J (2004). Characteristics of emotional disturbance in middle and high
school students. Journal of Emotional and Behavioral Disorders, 12 (3), 157-167.
• Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003).What is special about special
education for students with emotional or behavioral disorders? The Journal of
Special Education , 37(3), 148-156
• Ling, S., Hawkins, R. O., & Weber, D. (2011). Effects of class wide interdependent group
contingency designed to improve the behavior of an at-risk student. Journal of
Education, 20, 103-116.