A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth
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引用次数: 0

Abstract

Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and long-term behavioral contingencies used to target these behaviors, and the quality of the literature. We searched five databases for studies exploring the use of group contingencies to increase prosocial behaviors or decrease antisocial behaviors in children. Our narrative synthesis of the twenty-two included studies noted contingencies employed in these interventions consisted of either positive reinforcement or a combination of positive reinforcement and positive punishment. Of the 22 studies included for review, none met the What Works Clearinghouse Design Standards without reservations. Interobserver agreement and demonstration of effects over time were the most commonly unmet design standards. Future research should seek to encourage greater focus on both prosocial behavior and positive behavior change mechanisms. PROSPERO ID: CRD42022337025.
针对学龄儿童亲社会行为和反社会行为的单案例小组权变干预的系统回顾和叙述综述
小组应急措施作为减少破坏性课堂行为和提高学习行为的方法,已得到广泛认可。然而,人们还没有在同样的程度上探讨小组应急措施在增加亲社会行为方面的作用。我们对单个案例的文献进行了系统性回顾,总结了学校环境中针对的亲社会行为和反社会行为的类型、针对这些行为的短期和长期行为应急措施以及文献的质量。我们在五个数据库中搜索了有关使用群体应急措施来增加儿童亲社会行为或减少儿童反社会行为的研究。我们对所纳入的 22 项研究进行了叙述性综合,发现这些干预措施中采用的应急措施包括正强化或正强化与正惩罚相结合的方式。在纳入审查的 22 项研究中,没有一项毫无保留地符合 What Works Clearinghouse 的设计标准。最常见的未达到设计标准的情况是观察者之间的一致性和随时间推移的效果证明。未来的研究应鼓励更多关注亲社会行为和积极行为改变机制。PROSPERO ID:CRD42022337025。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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