Version 1
: Received: 16 May 2023 / Approved: 16 May 2023 / Online: 16 May 2023 (10:11:00 CEST)
How to cite:
Anisimova, K.; Cho, S.; Blair, K.C.; Ryu, K. Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior. Preprints2023, 2023051148. https://doi.org/10.20944/preprints202305.1148.v1
Anisimova, K.; Cho, S.; Blair, K.C.; Ryu, K. Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior. Preprints 2023, 2023051148. https://doi.org/10.20944/preprints202305.1148.v1
Anisimova, K.; Cho, S.; Blair, K.C.; Ryu, K. Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior. Preprints2023, 2023051148. https://doi.org/10.20944/preprints202305.1148.v1
APA Style
Anisimova, K., Cho, S., Blair, K.C., & Ryu, K. (2023). Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior. Preprints. https://doi.org/10.20944/preprints202305.1148.v1
Chicago/Turabian Style
Anisimova, K., Kwang-Sun C Blair and Kijung Ryu. 2023 "Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior" Preprints. https://doi.org/10.20944/preprints202305.1148.v1
Abstract
This study was designed to extend the literature on multicomponent interventions for the children of deaf adults (CODA) population. This study used two evidence-based behavior intervention strategies: pre-session pairing (PSP) and independent group contingency (GC). These strategies have been successfully used to decrease off-task behavior in elementary school children with various abilities and diverse backgrounds. However, the research on multicomponent interventions has yet to examine their effects on the CODA population in inclusive classrooms. This study used a concurrent multiple baseline design across participants with an ABC sequence to examine teacher-implemented PSP with independent GC in reducing the off-task behavior of three CODAs in an inclusive classroom at a public elementary school. The results show that the intervention successfully decreased off-task behavior for all participating CODAs. The results suggest that CODAs can adapt to classroom rules and expectations when PSP and independent GC are systematically applied to them in classrooms.
Keywords
antecedent-based intervention; function-based intervention; children of deaf adults; pre-session pairing; independent group contingency
Subject
Social Sciences, Behavior Sciences
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
