Teaching Disruptive Youth in the Mainstream, 2 - Beyond the Basic Strategy (From School Programs for Disruptive Adolescents, P 153-173, 1982, by Daniel J Safer - See NCJ-97299)

• NCJ Number: 97244
• Author(s): A D Trice; F C Parker
• Date Published: 1982
• Length: 21 pages
• Sale Source: University Park Press
• Language: English
• Country: United States of America

Annotation

This chapter describes techniques -- such as group contingencies, point and token systems, contracting, and self-control programs -- that can aid teachers in controlling disruptive students in the classroom.

Abstract

Four types of group contingencies are discussed: independent group contingencies, used to reward the student who independently meets a specified performance criterion; dependent group contingencies, used to target a single individual's behavior; interdependent group contingencies, used to reward a certain group for specific performance; and competitive contingencies, used to reward a class subgroup for outperforming other subgroups. Behaviors that have been targeted by group contingencies are listed, including noise level, class preparation, and academic output. Point and token systems are defined, and advantages of and problems with group contingencies and point and token systems are analyzed. Attention focuses on direct marker contingencies, multiple behavioral criteria, and multiple backup rewards; problems with groupwide token systems are described. Contingency contracts -- negotiated, quasi-legal documents that specify the behavioral expectations and inherent consequences agreed to by two or more parties -- are discussed, and components of such contracts are delineated. Finally, the four phases of self-control monitoring are discussed: (1) self-selection of goals, rewards, and criteria for reward; (2) self-monitoring; (3) self-evaluation; and (4) self-reward. Three figures and 49 references are provided.