Professional development for elementary teachers use of group contingencies for behavior management.
|dc.description.abstract||Behavior management in the classroom is an important aspect and pressing issue for teachers. When children are disruptive in the classroom, it is not only a problem for their peers and teacher, but it is the disruptive child who is affected the most, academically and socially. Due to increasing behavior problems in the classroom, teachers need to be better at management [even]. This paper looks at three different types of group-oriented contingencies which are known as independent group-oriented contingencies, dependent group-oriented contingencies and interdependent group-oriented contingencies. There has been much research conducted on group contingencies with the use of randomized reinforcers aimed at decreasing inappropriate behaviors. Of these group-oriented contingency interventions, interdependent group contingencies were found to be utilized more in a classroom environment. This project presents a review of the literature on the use of randomized reinforcers, also referred to mystery motivators in this paper, with the group contingencies and their effectiveness. These interventions have been proven to be practical, efficient and economical to use for teachers addressing a target behavior. The focus of this project is a professional development plan for teachers interested in using group contingencies with randomized reinforcers in their classrooms.||en_US|
|dc.subject||Behavior disorders in children.||en_US|
|dc.subject||Management -- Study and teaching.||en_US|
|dc.title||Professional development for elementary teachers use of group contingencies for behavior management.||en_US|
|dc.description.institution||SUNY at Fredonia|