Self-Management and Peer-Monitoring within a Group Contingency to Decrease Uncontrolled VerbalizationsPsychology in the Schools
AbstractThis study examines the efficacy of an intervention designed to improve the classroom behavior of children identified with Attention-Deficit/Hyperactivity Disorder (ADHD). The intervention entailed training a class of third-grade students, including four students diagnosed with ADHD, to use self-management and peer-monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class time. Findings indicated that the self-monitoring/group contingency intervention substantially decreased inappropriate talking-out behavior in all four subjects along with their matched controls. Implications as well as limitations within the study are discussed.
Citation InformationSusan C. Davies and Raymond H. Witte. "Self-Management and Peer-Monitoring within a Group Contingency to Decrease Uncontrolled Verbalizations" Psychology in the Schools Vol. 37 Iss. 2 (2000)
Available at: http://works.bepress.com/susan_davies/54/