EFFECTIVENESS OF A GROUP CONTINGENCY

INTERVENTION IN A SELF-CONTAINED CLASSROOM FOR STUDENTS WITH EBD

By Christy Moran

EMOTIONAL/BEHAVIORAL DISORDER (EBD) DEFINED

• The inability to learn

• Concerns in the area of creating/maintaining relationships

• Displaying inappropriate behaviors

• Depression or otherwise unhappiness

• Symptoms of fears

• -Cullinan & Sabornie, 2004

GLOBAL CONCERNS

• Difficulties with peer relationships

• Fighting with peers

• Lack of empathy

• Cullinan & Sabornie, 2004; Landrum, Tankersley & Kaufman, 2003

Student Age Grade Free/reduced lunches Disabilities % in Gen Ed Medical concerns

Dan 12 years old 7th Reduced lunch ED, HI, ODD, ADHD, Asperger’s 21% Food Allergies

John 13 Years old 8th Free lunch ED, ADHD with Anxiety, ODD,

VI

40% Asthma

Ken 13 years old 8th N/A ADHD, SLD 40% N/A

Students

INTERVENTION

• Interdependent Group Contingency

• Studies done in General education classes

• Ling, Hawkin, &Weber, 2011

PROCEDURE

HOW DID IT ALL GO

POSITIVE STATEMENTS

-1

0

1

2

3

4

5

6

Jan 13

Jan 15

Jan 17

Jan 19

Jan 21

Jan 23

Jan 25

Jan 27

Jan 29

Jan 31

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Feb 04

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Feb 12

Feb 14

Feb 16

Feb 18

Feb 20

Feb 22

Feb 24

Feb 26

Feb 28

Mar 02

Mar 04

Mar 06

Mar 08

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Mar 12

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Mar 16

Mar 18

Mar 20

Mar 22

Mar 24

Mar 26

Mar 28

Mar 30

Apr 01

Apr 03

Tota

l pe

r d

ay

John's Positive Statements

Baseline

Intervention

Back to Baseline

Baseline InterventionBack to Baseline

POSITIVE STATEMENTS

-1

0

1

2

3

4

5

6

Jan 1

3

Jan 1

5

Jan 1

7

Jan 1

9

Jan 2

1

Jan 2

3

Jan 2

5

Jan 2

7

Jan 2

9

Jan 3

1

Feb 0

2

Feb 0

4

Feb 0

6

Feb 0

8

Feb 1

0

Feb 1

2

Feb 1

4

Feb 1

6

Feb 1

8

Feb 2

0

Feb 2

2

Feb 2

4

Feb 2

6

Feb 2

8

Mar

02

Mar

04

Mar

06

Mar

08

Mar

10

Mar

12

Mar

14

Mar

16

Mar

18

Mar

20

Mar

22

Mar

24

Mar

26

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28

Mar

30

Apr

01

Apr

03

To

tal p

er

day

Ken's Positive Statements

Baseline

Intervention

Back to Baseline

Baseline Intervention Back to Baseline

John (2) Math

Lang

Arts Assignment Incident Attendance Positive Positive Positive

Grade Grade Refusals Reports Suspensions (days absent) Interactions Communication Statements

2nd Quarter 66 74 8 3 2 5 87 95

Baseline 0 0 0 0 97 96 2

Intervention 2 7 3 4 90 96 111

Back to Baseline 1 1 0 0 83 91 0

3rd Quarter 86 83

Ken (3) Math Lang Arts Assignment Incident Attendance Positive Positive Positive

Grade Grade Refusals Reports Suspensions (days absent) Interactions Communication Statements

2nd Quarter 82 81 3 5 3 5 86 80

Baseline 1 1 0 1 80 86 0

Intervention 0 1 0 4.5 92 94 114

Back to Baseline 0 0 0 0 99 99 0

3rd Quarter 91 86

RESOURCES USED IN THIS PRESENTATION

• Cullinan, D., & Sabornie, E. J (2004). Characteristics of emotional disturbance in middle and high

school students. Journal of Emotional and Behavioral Disorders, 12 (3), 157-167.

• Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003).What is special about special

education for students with emotional or behavioral disorders? The Journal of

Special Education , 37(3), 148-156

• Ling, S., Hawkins, R. O., & Weber, D. (2011). Effects of class wide interdependent group

contingency designed to improve the behavior of an at-risk student. Journal of

Education, 20, 103-116.