Effects of an interdependent group contingency on engagement in physical education

Shanna Eisner Hirsch; Sean Healy; Joann P Judge; John Wills Lloyd

doi:10.1002/jaba.328

Effects of an interdependent group contingency on engagement in physical education

J Appl Behav Anal. 2016 Dec;49(4):975-979. doi: 10.1002/jaba.328. Epub 2016 Jun 13.

Authors

Shanna Eisner Hirsch¹, Sean Healy², Joann P Judge³, John Wills Lloyd³

Affiliations

¹ Clemson University.
² Humboldt State University.
³ University of Virginia.

PMID: 27291670
DOI: 10.1002/jaba.328

Abstract

We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams (CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.

Keywords: CW-FIT; engagement; group contingency; physical education; reinforcement.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Child Behavior / psychology*
Educational Measurement*
Female
Humans
Male
Physical Education and Training / methods*
School Teachers / psychology*
Schools*