Date Available
12-9-2016
Year of Publication
2016
Document Type
Master's Thesis
Degree Name
Master of Science in Applied Behavior Analysis
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. R. Allan Allday
Abstract
The purpose of this review was to evaluate the current literature base on the use of group contingency interventions to determine whether there is sufficient empirical evidence to recommend the practice for behavior management in K-12 classrooms. Studies were evaluated based on standards proposed by the What Works Clearinghouse. The results of the review indicate support for group contingencies as an evidence-based practice and highlight a need for increased experimental rigor and more detailed reporting to determine whether the interventions are effective and for which populations or settings they are most appropriate.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2016.487
Recommended Citation
Duff, Danielle M. Crawford, "GROUP CONTINGENCY INTERVENTIONS FOR CLASSROOM BEHAVIOR MANAGEMENT: A SYSTEMATIC REVIEW OF THE LITERATURE 2011-2016" (2016). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 32.
https://uknowledge.uky.edu/edsrc_etds/32
