Individual, Family, and Community Education ETDs
Publication Date
12-7-1979
Abstract
A multiple baseline design was used to determine whether or not the results obtained from a group contingency aggression control program would generalize better than those obtained from an individual contingency aggression control program. The 13 junior high school, special education students who served as subjects had various diagnoses, ranging from behaviorally disordered to learning disabled. Most had problems with aggression control. Multiple baselines were obtained by observing the children at three different periods of the school day. Next, during one-third of the day, half of the class was put in an individual contingency control program, while the rest began a group contingency program. Baselines were maintained for the rest of the day. Generalization data were gathered by observation of baseline changes after program initiation. The programs were then initiated in another third of the day, maintained for 2 weeks, and finally extended across the entire day. The results indicated a trend in favor of group contingency in the generalization condition. This was somewhat supportive of the main hypothesis. It was concluded that future researchers should investigate techniques which directly program for generalization of treatment effects.
Sponsors
Southwest Community Mental Health Services
Document Type
Dissertation
Language
English
Degree Name
Counseling
Level of Degree
Doctoral
Department Name
Individual, Family, and Community Education
First Committee Member (Chair)
Clifford Owen Morgan
Second Committee Member
Joseph Anthony Parsons
Third Committee Member
Marion Jacob Heisey
Fourth Committee Member
Britton Kenneth Ruebush
Recommended Citation
Caron, Samuel Robert. "Group Contingency Effect on Generalization in the Treatment of Aggressive Junior High Students." (1979). https://digitalrepository.unm.edu/educ_ifce_etds/147
