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Group evaluation: a collaborative, peer-mediated behavior management system

S J Salend1, C R Whittaker, E Reeder

  • 1State University of New York, New Paltz.

Exceptional Children
|December 1, 1993
PubMed
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A group-evaluation system effectively improved classroom behavior for students with disabilities. This consensus-based approach involved teams rating behavior and receiving reinforcement for accuracy and performance.

Area of Science:

  • Special Education
  • Behavioral Psychology
  • Classroom Management

Background:

  • Classroom behavior management is crucial for students with disabilities.
  • Traditional methods may not always be effective for diverse learning needs.
  • Developing collaborative strategies can enhance student engagement and self-regulation.

Purpose of the Study:

  • To evaluate the efficacy of a consensus-based group-evaluation system.
  • To determine if this system could modify classroom behavior in students with disabilities.
  • To explore the impact of team-based rating and reinforcement on behavior.

Main Methods:

  • Employed a reversal design for experimental control.
  • Utilized two groups of students with disabilities as subjects.

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  • Implemented a system involving team division, consensus rating, teacher comparison, and differential reinforcement.

    • Main Results:

    • The group-evaluation system demonstrated significant effectiveness.
    • Observed positive modifications in classroom behavior.
    • Reinforcement contingent on group behavior and rating accuracy proved successful.

    Conclusions:

    • Consensus-based group evaluation is a viable strategy for behavior modification.
    • This system offers a collaborative and potentially more engaging approach to classroom management.
    • Further research can explore adaptations for different student populations and settings.