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本文引用的文献

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Group contingencies for group consequences in classroom management: a further analysis.班级管理中的团体后果的团体条件作用：进一步分析。
J Appl Behav Anal. 1974 Fall;7(3):413-25. doi: 10.1901/jaba.1974.7-413.
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The comparative effectiveness of group and individually contingent free time with inner-city junior high school students.群体和个体随机自由时间对城市初中生的比较效果。
J Appl Behav Anal. 1973 Fall;6(3):465-74. doi: 10.1901/jaba.1973.6-465.
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Instructions and group versus individual reinforcement in modifying disruptive group behavior.在改变破坏性行为的团体时，指令和集体强化与个体强化的比较。
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Improvement of retardates' mealtime behaviors by timeout procedures using multiple baseline techniques.运用多重基线技术的超时程序改善智障者的用餐行为。
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A token reinforcement program in a public school: a replication and systematic analysis.公立学校代币强化方案：一项复制与系统分析
J Appl Behav Anal. 1969 Spring;2(1):3-13. doi: 10.1901/jaba.1969.2-3.
6
Rules, praise, and ignoring: elements of elementary classroom control.规则、表扬和忽视：小学课堂控制的要素。
J Appl Behav Anal. 1968 Summer;1(2):139-50. doi: 10.1901/jaba.1968.1-139.
7
Theft reversal: an overcorrection procedure for eliminating stealing by retarded persons.盗窃矫正：一种消除智障者盗窃行为的过度矫正程序。
J Appl Behav Anal. 1974 Winter;7(4):577-81. doi: 10.1901/jaba.1974.7-577.

使用群体应急措施减少二年级学生的偷窃行为。

The reduction of stealing in second graders using a group contingency.

作者信息

Switzer E B, Deal T E, Bailey J S

出版信息

J Appl Behav Anal. 1977 Summer;10(2):267-72. doi: 10.1901/jaba.1977.10-267.

DOI:10.1901/jaba.1977.10-267
PMID:885829
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1311177/
Abstract

Three clases of second graders served as subjects in this study of the effects of two types of intervention programs upon stealing: (1) an antistealing lecture with no specific contingency implied, and (2) a direct group contingency applied, whereby children were rewarded with (a) extra free time for no thefts, (b) allowed normal free time if stolen items were returned, and (c) punished with lost of free if stolen items were not returned. A multiple-baseline design across the three classes showed the group contingency to be effective in reducing stealing behavior; the anti-stealing lecture was ineffective.

摘要

在这项关于两种干预方案对偷窃行为影响的研究中，三个二年级班级的学生作为受试者：（1）一场未暗示任何特定意外情况的反偷窃讲座，以及（2）实施直接的小组意外情况处理，即如果孩子们没有偷窃行为，就奖励（a）额外的自由活动时间；如果归还了偷来的物品，就允许正常的自由活动时间；如果没有归还偷来的物品，就以剥夺自由活动时间作为惩罚。对这三个班级采用的多基线设计表明，小组意外情况处理在减少偷窃行为方面是有效的；反偷窃讲座则无效。