标题：Using a Dependent Group Contingency with a Randomly Chosen Unidentified Responder Procedure: Effects for Talk Outs with an Entire Class in a Self-Contained Middle School Behavior Intervention Settin
摘要：The purpose of this study was to decrease the number of talk-outs from the entire group of middle school students with severe behavior disorders. The number of participants ranged from 8 to 11 for the class periods where data were gathered. The setting was a self-contained special education behavior intervention classroom. The dependent variable was the number of talk-outs emitted by the whole class for each class period (approximately one hour). A talk-out was defined as any verbal sound or word, audible to the whole class, spoken without permission. Prior to the start of each class period, one popsicle stick was drawn from a cup that had a student’s name. If the child whose name (unidentified responder) was drawn talked-out less than two times during the period, everyone received an edible reward at the end of the class period. This intervention helped to reduce the number of talk-outs each class period. The primary strength of this study was the ease at which it was implemented and was able to become part of the daily classroom schedule and routine. The outcomes provide additional support for the use of an unidentified responder group contingency to a different population of students.
