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Association for Behavior Analysis International

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Ninth International Conference; Paris, France; 2017

Event Details

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Paper Session #52
Academic Performance and Outcomes
Wednesday, November 15, 2017
8:00 AM–8:50 AM
Studio AB, Niveau 2
Area: EDC
Instruction Level: Basic
Chair: Daniel Pyle (Weber State University)
The Effects of Group Contingencies and High and Low Preference Reinforcers on the Academic Performance of Junior High Students in a Summer School Math Course
Domain: Applied Research
NATALIE A. WILLIAMS (Weber State University), Melina Alexander (Weber State University)
Abstract: The purpose of this study was to measure the effects of dependent group contingencies on the academic performance of 7th 8th and 9th grade students receiving math instruction in a summer program. Group contingencies involve providing all students in the class access to preferred activities or tangibles contingent upon the behavior of one or more students (Kelshaw-Levering, Sterling-Turner, Henry, & Skinner, 2000). For example, all students may receive five minutes of free time if three randomly selected students had completed their math assignment at 80% correct or higher. Either a high or low preference reinforcer was delivered contingent upon all three students having met the criteria for completion and accuracy. An alternating treatments design (Kazdin, 1982), was used. Treatment A consisted of students receiving one of the three highest ranked reinforcers, and Treatment B consisted of the students receiving one of the three lowest ranked reinforcers. Results of the study indicate that a functional relationship was established between group contingencies and completion and accuracy of math assignment. However, there was little difference between high and low preference reinforcers.
The Effects of a Unidirectional Peer Tutoring Intervention for Students With Learning Disabilities in a High School Mathematics Classroom
Domain: Applied Research
DANIEL PYLE (Weber State University ), Benjamin Lignugaris/Kraft (Utah State University ), Natalie A. Williams (Weber State University), Melina Alexander (Weber State University)
Abstract: This session presents the findings of a single case research design, a multiple baseline across participants research design, that examined the effects that a unidirectional peer tutoring intervention had on the academic outcomes for students with learning disabilities in a general education, high school mathematics class. Findings on measures of daily work completion/accuracy, weekly quiz grades, and percent of intervals of academic engagement will be presented.



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