Abstract:
The effectiveness of contingent observation in teaching appropriate classroom behaviors was investigated by use of an ABAB reversal experimental design. This study was conducted with 15 first grade summer school pupils, 9 males and 6 females. Following a disruption the child involved was made to watch appropriate behavior, briefly, from the periphery of the group, then returned to the group, and subsequently reinforced for appropriate behavior. Results indicated that the average number of disruptions decreased markedly under the periods of contingent observation when compared with the frequency of disruptions under the baseline conditions.