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Contingent Contracting on the Out-of-Seat Behavior of Grade III Hyperactive Fast
Learner of Pembo Elementary School S.Y. 2013-2014
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CHAPTER 1
Problem and its Setting
Introduction
As behavior managers, teachers face challenging roles in their lives. One of
these is how to manage the child’s behavior. When the child is disruptive in the
classroom, the teacher’s natural reaction is to pay attention to the disruption, react
to it or perhaps scold the child (Hewett and Taylor, 1990).
Out-of-seat behavior is a common and disruptive problem for classroom
teachers (general and special education alike). In its mildest form, students simply
leave their seats, and wander about the room not disturbing others. In its most severe
form, students leave their seats while simultaneously cursing, throwing objects,
and/or distracting other students. Regardless of where out-of-seat behavior falls on
the mild to severe continuum, if the frequency and intensity of the behavior are such
that they disrupt the learning environment, then the offenders become a priority for
intervention (Chandler & Dahlquist, 2006).
Over the years, numerous interventions have been created to redress out-of-
seat behavior. The good behavior game, for example, consistently reduced out-of-
seat and other challenging behaviors (Barrish, Saunders, & Wolf, 1969; Bostow &
Geiger, 1976; Harris & Sherman, 1973; Hegerle, Kesecker, & Couch, 1979; Saigh &
Umar, 1983; Warner, Miller, & Cohen, 1977). Schilling, Washington, Billingsley, and
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Dietz (2003) used therapy balls as chairs for students with attention-deficit
hyperactivity disorder (ADHD) and found increases in in-seat behavior. Umbreit, Lane
and Dejud (2004) increased the difficulty level of assigned tasks to better match
target students' abilities and found decreases in challenging behavior (including out-
of-seat).
The term “contingency contract” was borrowed from L.P Homme (1966), who
used written contract s with adolescent potential dropouts to spell out the reinforcers
that were to follow completion of academic tasks. The contingency contract was a
written explanation of the changes in contingencies to be used by the natural
contingency managers, parents and/or teachers. It usually contained: (1) a written
schedule of desired behaviors (such as approximations to school attendance or
behaviors involved in appropriate school achievement) with assigned point value, and
(2) a written schedule of high probability behaviors (Premack, 1965) (individually
defined rewards, privileges, preferred activities) with assigned exchange values. The
efficiency of structuring reinforcement contingencies to shape or maintain adaptive
behavior in children is evident in growing volume of behavior studies.
Until recently, the use of contingency contracting has been largely an issue of
theory and discussion with little experimental research evidence gathered to support
efficacy. Two major reasons for this problem are suggested and discussed: (1) the
concept of contingency contracting has not been adequately defined nor its minimal
requirements delineated in terms of an applied behavior analysis; (2) the applications
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of contingency contracting have not been clearly distinguished from other types of
contingency management procedures.
Teachers use different techniques in modifying different disruptive behaviors.
To increase behaviors, they use shaping, token economy, modeling, positive
reinforcement, or contingency contracting. To decrease behaviors, they use the
differential reinforcement, extinction, loss of privileges and time out (Walker and
Shea, 1999). Along the concept that out-of-seat is a disruptive behavior, and
contingency contracting is a technique in decreasing undesirable behaviors, the
researcher find it imperative to conduct a study regarding contingent contracting on
the out-of-seat behavior of Grade III hyperactive fast learner of Pembo Elementary
School for the S.Y. 2013-2014.
Theoretical Framework
Skinner described behavior as controlled by the contingent reinforcement.
Behavior that brings on or maintains reinforcement will be repeated, and behavior
that is not reinforced will be extinguished. Students can be given a more active role
through contingency contracting in which students receive reinforcement contingent
on meeting work or behavioral requirements that are negotiated and then formalized
into contractual agreements. The prizes of reinforcement may vary according to their
attractiveness and the demand for them. Occasional changes in reinforcement menu
prizes provide variety and help avoid satiation with the reinforcers.
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An empirical law of effect by Catania called response-contingent reinforcement
law is also considered in this research. In an article of Calone (2006), he stressed that
Catania proposed only a simple theory of learning, but it was based on the
functionalism of his teachers. In brief, he proposed that habits are learned because
behaviors remove the stimuli that provoke them and that frequency and recency
strengthen the relations between context and behavior (e.g., 1929). The infant shown
the shiny object thrashes, cries, responds with its viscera, and continues until the
stimulating object is removed. Each time that this occurs increases the probability
that the “stimulus-removing” behavior will recur in similar situations. This
anticipation of Hull’s drive-reduction theory and Freud’s anxiety-reduction model
removes hedonism’s pleasures and pains, the awful curse that Thorndike left us.
“Reinforcement” played no part, in Watson’s eyes, and the awful and misleading
connotation of “pleasant” was not to be seen. But, like Freud and Hull, Watson
needed something to define “adjustment,” his blanket term for changes later
attributed to reinforcement. His solution amounted to escape, what we call negative
reinforcement. We act because of a disturbing stimulus that acts as a motive until a
behavior removes it. This parallels Freud’s motivation based on anxiety reduction and
Hull’s drive reduction hypothesis and shares their inability to identify causes before
the fact. Perhaps an empirical treatment of motivation and learning can do better.
Gerald Susman (1983) gives a elaborate listing procedures in action
research. He distinguishes five phases to be conducted within each research cycle.
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Figure 1
Research Paradigm
Figure 1 as presented in the previous page presents the paradigm of the study
Initially, a problem is identified and data is collected for a more detailed
diagnosis. This is followed by a collective postulation of several possible solutions,
from which a single plan of action emerges and is implemented. Data on the results
of the intervention are collected and analyzed, and the findings are interpreted in
light of how successful the action has been. At this point, the problem is re-assessed
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and the process begins another cycle. This process continues until the problem is
resolved.
Statement of the Problem
This study aimed too determined the effect of contingency contracting on the
out-of-seat behavior of an 9-year-old hyperactive fast learner pupil in grade III at
Pembo Elementary School,Escarlata St.Pembo Makati City. Specifically, this study
aims to answer the following questions:
1. What behaviors accompany out-of-seat behavior?
2. What changes in the behavior are shown during the intervention period?
3. Is out-of-seat replaced by the in-seat behavior after intervention period?
4. What problems are encountered during the intervention?
Assumption
This study assumed that contingency contracting can help reduce the out-of-
seat behavior of an 9 year-old hyperactive fast learner pupil at Pembo Elementary
School, Escarlata St. Pembo Makati City with the use of reinforcers.
Scope and Delimitation
The study focused only to the effect of contingency contracting on the out-of-
seat behavior of an 9-year-old hyperactive fast learner child.
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The instruments to be used are observation journal, tome sampling, checklist
and written contract. A-B-A design is also included.
Data will be analyzed through frequency count and presented through graphs.
This study is limited to only 18 days of observation, 4 days for baseline observation,
10 Days for intervention and 4 days for reestablishment of baseline data.
Significance of the Study
This study will deal on effect of contingency contracting on the out-of-seat
behavior of an 9-year-old hyperactive fast learner pupil in grade III at Pembo
Elementary School.
Furthermore, the study is expected to provide beneficial results to the
following:
Teachers. The result of this study would benefit the teachers for them to gain
better understanding of pupil’s behavior. It may serve as a guide to fully understand
the nature of the learners. They may also be able to know if contingency contracting
is effective or not in reducing the out-of-seat behaviors of a certain child.
Administrators. This is also significant to the administrators because they may
help teachers, as well as parents, choose the appropriate management technique to
be used to a certain child. They may be able to know what technique to use to lessen
or reduce the out-of-seat behavior of the hyperactive child.
Students. They will be benefited in this research study because they are the
recipient of the learning being the center of the educative process.
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Researcher. This study will give the researcher an opportunity test and gain
better understanding of the effectiveness of using contingency contracting in reducing
children’s out-of-seat behavior.
Future Researchers. This can be a basis for future study. It can serve as a guide
in conducting a study similar to this and gives information that will be useful to the
study to be conducted.
Definition of Terms
For the purpose of clarification, the following terms are defined:
Contingency Contracting. It is a process of contracting so that the child will get
to do something he wants, following or completing something the parent
or teacher wants him to (Walker and Shea,1990). In this study,
“contingency contracting” referred to a techniques used by the teacher
to reduce disruptive behavior of a target child through a written
contract.
In-Seat-Behavior. It is defined as any incident in which the child remains on his
seat (Axelrod, 1977).
Out-of-Seat Behavior. It is defined as any incident in which a student or pupil
leaves his desk or seat without asking permission from the teacher
(Axelrod, 1977). In this study, “out-of-seat behavior” of the child is
characterized by leaving his seat without permission and exchanging
seats with his classmates.
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CHAPTER 2
Review of Related Literature
A number of literatures and studies with related to the present study are
presented in this chapter. Such presentation is being done with the purpose of making
the reader get hold of a better insight and understanding of the study as a validation
in conducting this research study.
Foreign Literature
Behavior modification approach rooted in the classic work of James Watson and
the most recent work of B.F Skinner. It uses many techniques and methods, ranging
from simple rewards to elaborate reinforcement training. It is assumed by the
behaviorists that behavior is shaped by the environment and pays little attention to
the cause of such behavior ( Cruickshank and Johnson, 1975).
Behavior modification is a form of behavior influence. The latter occurs when
one person attempts to exert a degree of control over another. Society attempts to
influence the
behavior of its citizenry by requiring them to attend schools and study a curriculum
that largely reflects the values of that society.
According to Meichenbaum (cited in Kaplan, 1982) the behavioral model
directs all of its energies towards changing behavior. The theory behind this strategy
is that “it is to act your way into a new way of thinking than it is to think your way
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into a new of behaving”. Behavior modification programs would be designed and
implemented to eliminate the negative behaviors such as self-stimulation and
unprovoked physical aggression
(hitting, spitting and kicking) and to strengthen positive behavior such as positive
social interaction with peers and successful completion of school-related tasks.
To achieve the goal of behavior modification, which is to make long-term
changes in the behavior of the child, requires an artificial arrangement of the
situation on a temporary basis so that behavior is systematically changed ( Ashman
and Elkins,1998).
It may be more accurate to call its purpose remedial rather than instructional,
for it is ordinarily used to develop specific-related behavior (Johnson,1987).
According to Sulzer-Azroff (cited in Johnson, 1987), behavior techniques were
used to assist teachers in controlling the undesirable behaviors of students. It also
helps develop the children’s academic, social and self- enrichment skills.
Most teachers who used behavior modification approach gives more attention
on the personal history of students on searching for the reason why students behave
in such manner. They focus more in increasing the occurrence of the behavior through
a system of rewards and punishments in emphasizing appropriate behavior.
According to Albert Bandura (cited in Ornstein, 1990), teachers would ask many
questions regarding behaviors such as: What behavior occurs? What happens to the
classroom if the behavior occurs? How do these consequences reinforce inappropriate
behavior? (Ornstein, 1990).
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There are basic principles that should be observed in using the behavior
modification approach as listed by Ornstein (1990). Behavior is strengthened by the
systematic reinforcement, and behavior is weakened when reinforcement does not
follow the occurrence of the behavior.
Students respond well to positive reinforcers than they do to negative ones.
The child’s inappropriate behavior or maladaptive behavior will be used in order to
obtain reinforcers if inappropriate behaviors are not reinforced. For best results, a
constant reinforcement every time a behavior occurs is advisable for new learning
or conditioning situations. Once the behavior has been learned, intermittent
reinforcement is best to use.
Intermittent reinforcement schedule includes (a) variable ratio or supplying
reinforcements at unpredictable intervals and, (b) fixed ratio or supplying
reinforcement at a pre-select interval. Reinforcement maybe classified as: (a) social
reinforcers such as verbal comments, such as written words encouragement, gold
stars and checks; and (c) tangible reinforcers such as cookies and badges for young
students, certificates, and notes to parents for other students. Rules are established
and reinforced. Students who follow the rules are praised and rewarded in various
ways. However, students who break the rules are either ignored or reminded about
inappropriate behavior or are punished immediately. The response to rule breaking
differs somewhat in different variations of behavioral modification approach.
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The teachers is one of the many adults who serves as reinforcing agent on the
student’s but in Facilitating the classroom management process, the teacher may
enlist the support of others.
According to Nelson (cited in Johnson, 1981), it is difficult to provide a
comprehensive review of a research on the affectivity of behavior modification
approach because it is widely used. But Sulzer-Azaroff, (1981) and Nelson and
Pasgrow (1989) believe that the techniques are flexible enough to be applied to a
variety of population and situations. However, the experimental approaches to assess
the effects of behavior modification have been questioned, and generability of single
subject designs as often a crucial issue.
Disruptive Behavior in the classroom
Disruptive behavior has been described as any behavior that “serves to disrupt
the ongoing learning process in a classroom” (Kerr an Nelson,1998). The function of
disruptive behavior typically includes gaining positive or negative attention escaping
from work and self-gratification. Disruptive behaviors cover a wide range of behaviors
demonstrated in school and the setting.
Disruptive behaviors are any behaviors that cause the individual to lose interest
towards learning and generally interfere with others in the warning process
(http://www/USlink.net?cralg007/behavior.html). It consists of movements or acts
judged by the teachers to be disruptive of the classroom environment. According to
Cruickshank, et al. (1191), misbehavior ranges from very subtle action to physically
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aggressive behaviors. Conglosie (cited in Cruickshank, 1993) classified the most
commonly exhibited misbehaviors in elementary and secondary schools as
inappropriate talking (example, excessive talking, talking out of turn, unnecessary
talking) and inappropriate movement such as clowning and out-of-seat behavior.
Doyle (cited in Cruickshank, 1986) added that tardiness, cutting classes, not bringing
supplies and books, inattentiveness, daydreaming, and mild verbal aggressive acts are
misbehaviors. In addition, Steele 1988, cited in Cruickshank) considered crying,
fighting, stealing and cheating as misbehaviors but are less frequently encountered by
teachers.
However, one should remember that disruptive behavior is subject to
interpretation by each individual faculty and what one considers disruptive may not
be disruptive to another. This can make teaching learning difficult, if not an
impossible process. As a teacher, one should be sensitive to the possibility that the
classroom population may include cultures rather than your own an perceived
disruptive behavior a culture difference.
Out-of-Seat Behavior
Out-of-seat is defined as any incident in which a student leaves his seat
without first asking permission from the teacher. Related behaviors such as scotching
one’s seat toward another desk is scored as out-of-seat. Instruction may have certain
exemptions in this rule. for example, in some classrooms, children can take a pass to
the bathroom, approach the teacher’s desk for additional help, or move from one
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work site to another in the room without permission as long as these movements are
conducted quietly and are a part of the classroom routine. Children who leave their
seats intending to complete an allowed act but they find they can’t (e.g walking
toward the teachers desk and noticing that another student is already there) are not
scored as out-of-seat if they quickly and quietly return to their seats.
Hyperactivity
Hyperactivity is one of the most overused term in education. Controversy has
risen over whether or not hyperactivity exists as an independent behavioral construct,
and if it is often associated with inattention and impulsivity in children’s behavior or
requests, are likely to challenge, and argue with (Gaynor,1990).
According to Khon (1989), hyperactivity refers to behaviors that include
developmentally inappropriate levels of activity, out-of-seat behavior, moving about
without permission, talking out of turn to others, and excessive talking. These are
caused by environmental factors such as classroom dynamics and or family dynamics.
He further stated that the children demonstrate hyperactive behavior in classrooms
where the work is not stimulating and where the pace of instruction is not conductive
to the child’s ability.
To harden (1997), children who demonstrate hyperactivity when in a boring,
non-stimulating situation. They can be helped to engage in a more appropriate
behavior with interaction such as restricting television watching and establishing
family routines (e.g.; mealtimes and bedtimes).
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Athes and Bender (1997) reported that self-monitoring of behavior and psycho-
stimulant education are more helpful to the boys aging 8 to 11 years in improving
their on-task behavior.
Maag and Keid (1994) also have suggested that self- monitoring is effective in
helping children with hyperactive behavior to engage in a more appropriate classroom
behavior. Hyperactive children always seem to be “on the go” or constantly in
motion. They dash around touching or playing with whatever is in sight, or talk
incessantly. Sitting at dinner or during a school lesson or story time can be a difficult
task. They squirm and fidget in their seats or roam around the room. They squirm
often report needing to stay busy and try to do several things at once.
Some signs of hyperactivity are:
Feeling restless, often fidgeting with hands or feet, or squirming while seated.
Running, climbing, or leaving a seat in situations where sitting or quiet
behavior is expected.
· Blurting out answers before hearing the whole question.
· Having difficulty waiting in line or taking turns.
· Children who are inattentive have a hard time keeping their minds on anything
and may get bored with a task after only a few minutes. If they are doing something
they really enjoy, they have no trouble paying attention. But focusing deliberate,
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conscious attention to organizing and complementing a task or learning something
new is difficult.
Behaviorally disordered individuals tend not to perceive the same number or
types of behavioral options perceived by others and are more likely to engage in rigid
thinking. One reason for this maybe attributed that people are most apt to select
those behavioral options which are most easy for them to remember (Tuersky and
Kahnieman,1973).
But why do students misbehave? Good teachers respond carefully and
appropriately to misbehavior if they know the reason why students misbehave
(Cruickshank,1975). Most students who misbehave seek attention. These students
want to be the center stage and seek attention, through making teachers and
classmates think that they cannot just push him around and these students tend to
refuse to comply with the other rules. Children who do this behavior seek power.
They want to be the boss. Another reason why students misbehave is that they seek
revenge. Students who seek revenge may threaten physical harm or get indirect
physical by breaking, damaging or stealing in response to an earlier power struggle in
which the student felt embarrassed, humiliated, or treated with disrespect by peers
or authorities. Children also misbehave because they seek isolation. These students
are trying to avoid failures. They feel inadequate and believe that they cannot live
up to others or their own expectations. They pretend to have disabilities and turn in
complete work hoping everyone will leave them alone so they do not have to face the
fact that they are not working up to their potentials.
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On the other hand, Sylvester (cited in Cruickshank, 1971) believed that
students’ misbehaviors are not actually caused by the students themselves but by the
teachers. Inadequate preparation causes children to be restless and then misbehave.
Differential treatment of students often causes misbehavior because children think
that teachers have favorites and enemies. Verbal abuse, especially “unfriendly
“sarcasm also cause student’s reaction and misbehavior. Further misbehavior occurs
when students feel that a teacher responds unfairly to misbehaviors.
Since every teacher meets different disruptive behaviors in the classroom, how
will they mange students who exhibit these behaviors? Base on experiences of the
teachers, Ornstein (1990) listed some general strategies in dealing with this children.
First, accept the students as they are, no matter how bad their behaviors are.
Second, be yourself. Third, be confident; don’t show children that you are nervous.
Fourth, provide structures, since these students lack inner control and are impulsive
and restless. fifth, explain the rules and routines to let the children understand.
Sixth, communicate positive expectations that is, you expect the students to learn
and you require academic work. Seventh, rely on motivation and not on your prowess
to maintain order, and interesting lesson can keep the students on task. Eighth, be a
firm friend, but maintain psychological and physical distance so your students know
you are still the teacher. Ninth, keep calm, and keep your students calm, especially
when setting becomes tense or upsetting. It may be necessary to delay action after
class, when emotions have been reduced. Tenth, size up the situation, and be aware
of the undercurrents of the behaviors, since these students are sizing you up and
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know manipulations of their environment. Eleventh, anticipate behaviors; be able to
anticipate who comes next after the student or you decide to do the action. Twelfth,
you should expect misbehavior but do not accept them. Do not get upset or feel
inadequate about it; learn how to cope with the situation.
Daniels (1998) suggest that inappropriate curriculum or teaching strategies,
individuals learning styles and students disability could contribute to the students’
misbehavior. Students often experience feelings of frustration related to the
classroom curriculum and the strategies teachers use for instruction. The students’
frustration may lead to misbehavior. At the same time, curriculum that is not
interesting or seems to be confusing to the students’ life experiences can create
situation that result in disruptive behavior. Disregard for individual learning style and
poor instructional delivery also serve as antecedent stimuli for disruptive behavior.
Another common cause of disruptive behavior appears to stem from
inappropriate behavior management strategies within the classroom. Students who
demonstrate disruptive behaviors (e.g talking out, being noisy, playing with things)
are often reinforced by teachers (McMahon, 1989; White and Bailey,1990) and peers
(Smith and Fowler, 1984). The reinforcement may be in the form of laughter from
peers or attention from teachers. Of course, when the disruptive behavior is
reinforced, it is likely to be repeated.
Contingency Contracting
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Contingency contracting involves the establishment of a written contract
between a student and the teacher regarding the performance of specific target
behaviors and the exchange of specific consequences. Used with individual students
or a group of students, written contracts can provide teachers with a possible
approach to reducing inappropriate behaviors ( De Risi and Butz, 1975).
Contingency contracts can be used to facilitate self monitoring and help
students gain control over their own learning (White and Greenwood, 1995).
A contingency contract is an agreement negotiated between the teacher and a
misbehaving student, specifies the behaviors the student has agreed to exhibit and
indicates what the consequences-the pay off-will be if the students exhibit those
behaviors.
According to Buckley and Walker (1970), timing and frequency of
reinforcement and punishment are among the most important principles in the
behavior modification. Students behavior that the teacher wishes to encourage should
be reinforced immediately after it occurs. Behaviors that are not reinforced at once
tend to be weakened; behavior that is not punished at once tends to be strengthened.
“The sooner the better” should be the watch word of those teachers who would
maximize their management effectiveness.
An article entitled: “Creating a Contingency Contract for Your Child” by Robin (2012)
said that creating a contract is good because it is a positive problem-solving
communication. It is an active two-party negotiation in which both sides are
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interested. This can be used with any child old enough to read and understand what is
included in the contract.
Without written agreements, discussions often become forgotten, especially
when it is to someone's benefit to do so. Other benefits of such agreements:
1. It gives the child a sense of justice and control, making him or her more
compliant to the agreement and it gives the parent the clear understanding of
the plan.
2. The essential components of a contingency contract are clear, unambiguous
statements of (1) the target or problem behaviors, (2) the consequences and
currencies for performing (or failing to perform) them, (3) the contingency
between the behavior and consequences and (4) the time frame in which the
contract will be enforced.
3. By writing the agreements down with specific currencies and behaviors, the
contract can be the final authority, which underscores the importance of
stating the terms of the plan so there is no confusion or slipping between the
cracks. Signing the contract increases the commitment of the parent and child
to fulfill their roles as stated.
Foreign Studies
In the study of McLaughlin TF. (2003) entitled: “Use of contingency contracting
to increase on-task behavior with primary students”, the effectiveness of contingency
contracting to improve the on-task behavior of 3 primary-age students was evaluated
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using an ABABA single-subject replication design. The contract was developed by the
teacher and the consequences were selected by the students. Increases in on-task
behavior were observed each time that the contingency contracts were in effect. This
study has important implications for the use of contracting with primary school
children.
Patterson (2012) conducted a study effects of teacher-student small talk on
out-of-seat behavior. His research study presents the results of a function-based study
initiated by a general education teacher to reduce a general education student's out-
of-seat behavior. Procedures included direct observation, data collection, functional
behavior assessment using a Functional Assessment Protocol (FAP; Schroeder, n.d.),
hypothesis development, and creating an intervention based on the hypothesis. The
intervention, adapted from Wong and Wong (2001), involved greeting the target
student at the classroom door and engaging him in conversation on any topic with
comments from the teacher ranging from compliments to encouragement, coupled
with verbal prompts (subtle, but direct instructions regarding teacher expectations).
The intervention reduced the student's out-of-seat behavior.
J L Gewirtz (2013) mentioned in his study entitled: B. F. Skinner's legacy to human
infant behavior and development. B. F. Skinner's legacy to human behavioral research
for the study of environment-infant interactions, and indeed for the conception of
development itself, is described and exemplified. The legacy is largely the
practicality, the efficiency, and the comparative advantage--relative to diverse other
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behavioral and nonbehavioral approaches--of using the operant-learning paradigm to
organize and explain many of the sequential changes in behave
patternsconventionally thought to constitute infant development.
The study “Contingency Contracting and Operant Behavior Change: An Exercise
in Applied Behavior Analysis” conducted by Mann (2004) resolves the problems the
concept of contingency contracting has not been adequately defined nor its minimal
requirements delineated in terms of an applied behavior analysis;and the applications
of contingency contracting have not been clearly distinguished from other types of
contingency management procedures by presenting a set of definitive requirements of
contingency contracting from an operant point of view. Accordingly, it focuses
attention on the importance of both the discovery and control of relevant
consequences of adult behaviors in their natural settings and the reliable
measurement of those behaviors. Finally, the paper draws attention to the special
characteristics of this technique which distinguish its applications from other types of
contingency management procedures.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design which indicates the method of
research that the researcher will make use in the study, the subjects of the study,
instruments to be used, and the procedures in conducting this particular research
study.
Research Design
This study will make use of experimental research specifically action research.
According to Mills (2002), action research is any systematic inquiry conducted by
teachers, principals, school counselors, or stakeholders in the teaching-learning
environment to gather information about the ways their particular school operates,
how to teach, and how well their students learn. This information is gathered with
the goals of gaining insights and reflective practice, effective positive change of the
school environment and in improving student’s outcomes and the lives of those
involved.
This action research employed the A-B-A design for single research as
characterized by a cycle of baseline data, intervention or treatment and
reestablishment of baseline (best and Kahn, 1998). ABA Design: ABA refers to a
specific type of research design in which you have a baseline period where no
treatment is given and/or no variable is introduced (A), followed by a period in which
Contingent Contracting on the Out-of-Seat Behavior of Grade III Hyperactive Fast
Learner of Pembo Elementary School S.Y. 2013-2014
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the treatment or variable is introduced (B), and then a period in which the treatment
is removed so the behavior can be observed a second time (A). This way you can
measure behavior before treatment, during treatment, and once treatment is
removed.
Subject
The subjects of this study are 9-year-old fast learner hyperactive pupil at
Pembo Elementary School, case study conducted by the researchers during the class
hour period.
The child will be chosen to be the subject of the study through the teachers’
referral and a case study, for the researcher believed that the boy has a higher
frequency rate of out-of-seat. He often exchanged seats with his classmates and left
the seat without permission from the teacher in the classroom.
Instruments
Checklist
The checklist contained five columns. On the first column are the list of
behaviors that accompanied out-of-seat behavior during the baseline data gathering,
intervention period and post intervention period. The other four columns contained
the days for each period. The researchers checked the behaviors that occurred during
each period.
Contingent Contracting on the Out-of-Seat Behavior of Grade III Hyperactive Fast
Learner of Pembo Elementary School S.Y. 2013-2014
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Journal
The journal is a notebook where the researchers listed the problems
encountered during the intervention period.
Written Contract
The written contract contained the name of the child and the date when the
contract began and when it ended. The term of agreement is the most important part
of the contract where both parties agreed that if the child will remain on his seat for
a certain period of time, he will receive a reinforcement. The last portion of the
contract is the signature of both parties indicating conformation to the terms of
agreement.
The Time Sampling Chart
The time-sampling chart is another instrument to be used in collecting and
graphing the number of times the child displayed out-of-seat behavior during selected
periods of class hours. It contains three columns the first column contained the name
of the child; the second column contained the target behaviors to be talked; and the
third column contained the time interval of the days of the observation.
Procedure
The following are the steps that the researchers had undertaken to gather
data.
Contingent Contracting on the Out-of-Seat Behavior of Grade III Hyperactive Fast
Learner of Pembo Elementary School S.Y. 2013-2014
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Referral and Permission
Along with the letter, the researchers asked permission and referral from the
Grade III Class adviser of Pembo Elementary School for child who is always out-of-seat
while the class is going on. This child will by observed by the researcher to have
frequent out-of- seat while the class is going on during practice teaching.
Similarly, a letter asking permission to conduct the study will be sent to the
principal, the parents and to the class adviser.
Orientation
A formal orientation with the class adviser, the subject teacher and the
student teachers will be held after the permit is granted. They will be given
information individually about contingency contracting as well as the role of the
researcher.
It will be made clear that the researcher will negotiate the contract with the
child, observe the child and record the occurrence of the target behavior. The
researcher will provide reward to the child during the class if he agrees to stay on his
seat and listens to the discussion. On the other hand, the teacher has to teach the
class on a regular routine.
Establishing the Baseline Data
The researcher will tally the number of times the child left his seat without
asking permission from the teacher. Each occurrence will be tallied on the time
Contingent Contracting on the Out-of-Seat Behavior of Grade III Hyperactive Fast
Learner of Pembo Elementary School S.Y. 2013-2014
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sampling sheet. Every time the child left his seat, will be scored as out-of-seat
behavior. The data to be collected will be in two forms namely: (1) counting the
behavior and (2) graphing the behavior.
Negotiation with the Child
The researcher will establish and maintain rapport with the child. The
researcher will discuss the child the purpose of their meeting. The child will be
oriented on what a contract is and what it serves for. The researcher will give an
example of a contract, like one can have a toy if he can stay on his seat during class
discussion. Then, the child will be asked to give his own example of a contract and
told the child that they are going to make a contract and told him of the task that
they wanted him to do. Then, the researcher will give the child a reward as a part of
the contract. Both the researchers and the child will agree on the time allotted for
the task to be performed. The researcher and the child should agree on the date
when to negotiate the contract. The child will then be encouraged to write the
contract with the researcher, each one having her own copy. The researcher then
read the contract while the child will listen and follow what is written on his copy.
Finally, both parties will sign the contract. The researcher then will congratulate the
child for making the contract and wish him good luck.
Implementation
Contingent Contracting on the Out-of-Seat Behavior of Grade III Hyperactive Fast
Learner of Pembo Elementary School S.Y. 2013-2014
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The implementation period will last for four days. During this period, the
researcher will recorded the number of times the child left his seat without asking
permission from the teacher and the minutes the child remained in his seat. The toys
will be given to the child when the child showed the sign of boredom. This will keep
the child’s attention away from standing and leaving his seat.