Joslyn P Raymond, Najafichaghabouri Milad, Vollmer Timothy R
West Virginia University, Morgantown, WV USA.
Utah State University, Logan, UT USA.
Behav Anal Pract. 2023 Oct 3;17(3):796-802. doi: 10.1007/s40617-023-00862-5. eCollection 2024 Sep.
We evaluated a novel group contingency arrangement designed to address implementation barriers commonly cited by teachers in alternative education. Barriers include implementer effort, disruption caused by delivering feedback to students, students sabotaging the game, and students maximizing disruption when they know the reinforcement criterion. To address these barriers, we decreased implementer effort using the principles of time sampling, omitted feedback for rule violations, arranged an independent group contingency to address sabotage, and did not disclose reinforcement criteria to students. The intervention produced marked reductions in disruption across four alternative middle- and high-school classes.
我们评估了一种新颖的团体应急安排，旨在解决替代教育中教师普遍提到的实施障碍。这些障碍包括实施者的努力程度、向学生提供反馈时造成的干扰、学生破坏游戏，以及学生在知道强化标准时将干扰最大化。为了解决这些障碍，我们运用时间抽样原则减少实施者的努力，对违反规则的行为不给予反馈，安排独立的团体应急措施来应对破坏行为，并且不向学生透露强化标准。该干预措施使四所替代初中和高中班级的干扰显著减少。
