Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
English Department
Faculty Mentor
Ray Joslyn
Presentation Type
Oral Presentation
Abstract
Previous reviews show that group contingencies (GC) are an effective intervention for improving student outcomes in school settings. However, those reviews do not specifically examine the effects of GCs in alternative education settings. Given that these settings typically support individuals who are displaying severe challenging behaviors or are diagnosed with specific behavior disorders, synthesizing the evidence for GCs will be a useful contribution to the literature on how effective these procedures are in reducing problematic student behavior. In addition, this review will assess how relevant stakeholders in these settings rate the social validity of GCs. The quality of the studies included in this review were assessed using an adapted version of the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism (Reichow et al., 2008). Twenty-one articles met final exclusion criteria and were individually coded during data extraction and quality assessment. Results suggest that GC interventions are effective in improving various student behavioral outcomes in alternative education settings. The majority of teachers assessed for social validity of GCs reported liking the intervention. Implications and future directions will be discussed.
Location
Logan, UT
Start Date
4-8-2022 12:00 AM
Included in
A Systematic Review of Group Contingencies in Alternative Education Settings
Logan, UT
Previous reviews show that group contingencies (GC) are an effective intervention for improving student outcomes in school settings. However, those reviews do not specifically examine the effects of GCs in alternative education settings. Given that these settings typically support individuals who are displaying severe challenging behaviors or are diagnosed with specific behavior disorders, synthesizing the evidence for GCs will be a useful contribution to the literature on how effective these procedures are in reducing problematic student behavior. In addition, this review will assess how relevant stakeholders in these settings rate the social validity of GCs. The quality of the studies included in this review were assessed using an adapted version of the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism (Reichow et al., 2008). Twenty-one articles met final exclusion criteria and were individually coded during data extraction and quality assessment. Results suggest that GC interventions are effective in improving various student behavioral outcomes in alternative education settings. The majority of teachers assessed for social validity of GCs reported liking the intervention. Implications and future directions will be discussed.