The effectiveness and relative importance of choice in the classroom.

This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the importance of perceived provision of choice was examined in the context of student perceptions of their teachers' support for autonomy more broadly defined. Survey data showed that the relationship between perceptions of receiving autonomy support from teachers and intrinsic motivation for schoolwork could be fully accounted for by students' perceptions of receiving choices from their teachers. The limitations and implications of the study for research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008).

In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the self-management literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally student-directed despite the title “self-managed” and that student-managed interventions demonstrated incremental effects above teacher-managed interventions. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies. Review of the literature identified 16 different characterizations of self-management interventions, each of which varied widely in terms of the number of intervention components included as well as the degree to which students were involved in implementation. Although self-observation and recording of a predefined behavior appear to be the cornerstones of self-management interventions, meaningful differences were noted, including whether reinforcement was involved and whether changes in performance were tracked over time. Furthermore, although self-management interventions appear to have undergone a small shift toward increased reliance on internal (i.e., student-managed) contingencies, adults continue to play a large role in the implementation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables.

The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom management strategies, reductions in disruptive behaviors, acceptability, and contextual barriers of sustaining EBIs in practice settings. Four pairs of teachers (N = 8) were randomly assigned to VM or VMC conditions in a multiple probe design. Students (1-2 per classroom; N = 13) displaying high levels of externalizing problems also participated. Statistically significant between-groups differences in teacher confidence ratings, use of positive instructional practices, and acceptability favored the VMC condition. Positive trends favoring VMC students, including clinically significant increases in social competence, were also found. Although students in both groups exhibited reductions in disruptive behaviors, significant between-groups differences related to disruptive behavior were not observed. Findings related to contextual variables (e.g., time, cost, institutional support, adaptability of the program) have implications for future adoption of this program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group contingencies, randomization of reinforcers, and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior.

Considerable research has demonstrated the effectiveness of interdependent and unknown dependent group contingencies on reducing inappropriate classroom behavior. Several investigators have focused on the addition of self-monitoring and peer feedback to these interdependent and unknown dependent group contingencies in order to further improve their effectiveness. In addition, another and separate line of research has examined group contingencies with the randomization of the reinforcement procedure as a means of improving the intervention effect. Absent in the present literature is a study that combines all of these various elements into one multicomponent intervention. Therefore, the present study focused on demonstrating the effectiveness of interdependent and unknown dependent group contingencies that also included self-monitoring, peer feedback, and the randomization of both reinforcers and criteria for reinforcement in reducing the frequency of inappropriate classroom behaviors. The results indicated large positive effects for this multicomponent intervention across all students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using Behavioral Theories of Choice to Predict Drinking Outcomes Following a Brief Intervention.

Behavioral theories of choice predict that substance use is partly a function of the relative value of drugs in relation to other available reinforcers. This study evaluated this hypothesis in the context of predicting drinking outcomes following an alcohol abuse intervention. Participants (N=54, 69% female, 31% male) were college student heavy drinkers who completed a single-session motivational intervention. Students completed a baseline measure of substance-related and substance-free activity participation and enjoyment. Only women showed a significant reduction in drinking at the 6-month follow-up, and the ratio of substance-related to substance-free reinforcement accounted for unique variance in their drinking outcomes. Women who at baseline derived a smaller proportion of their total reinforcement from substance use showed lower levels of follow-up drinking, even after the authors controlled for baseline drinking level. Male and female participants who reduced their drinking showed increased proportional reinforcement from substance-free activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Thinking about drinking: Need for cognition and readiness to change moderate the effects of brief alcohol interventions.

Research has demonstrated the efficacy of brief motivational interventions (BMI) and alcohol expectancy challenge (AEC) in reducing alcohol use and/or problems among college students. However, little is known about variables that may qualify the effectiveness of these approaches. The present analyses tested the hypothesis that need for cognition (NFC), impulsivity/sensation seeking (IMPSS) and readiness to change (RTC) would moderate the effects of BMI and AEC. Participants (N = 335) were heavy drinking college students enrolled in a randomized 2 × 2 factorial study of BMI and AEC. Latent growth curve analyses indicated significant interactions for BMI × NFC and AEC × RTC on alcohol use but not problems. Simple slopes analyses were used to probe these relationships and revealed that higher levels of NFC at baseline were associated with a stronger BMI effect on drinking outcomes over time. Similarly, higher levels of baseline RTC were associated with stronger AEC effects on alcohol use. Future preventive interventions with this population may profit by considering individual differences and targeting approaches accordingly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models.

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, and G. Hackett, 1994) and general social cognitive theory (Bandura, 1999, 2000) posit somewhat different relations between contextual variables and choice actions. The authors tested the predictions of these 2 model variations. Participants (328 students in an introductory engineering course) completed measures of SCCT's person (self-efficacy, coping efficacy, outcome expectations, interests, academic goals) and contextual variables (environmental supports and barriers) related to the pursuit of engineering majors. Findings indicated good support for a model portraying contextual supports and barriers as linked to choice goals and actions (i.e., persistence in engineering) indirectly, through self-efficacy, rather than directly, as posited by SCCT. Implications for future research on SCCT's choice and environmental hypotheses are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Response rate and sensitivity to the molar feedback function relating response and reinforcement rate on VI+ schedules of reinforcement.

In 5 experiments, the author examined rats' sensitivity to the molar feedback function relating response rate to reinforcement rate on schedules of reinforcement. These studies demonstrated that, at lower rates of responding, rats' performance on variable ratio (VR), variable interval (VI), and variable interval with linear feedback loop (VI+) schedules was determined largely by reinforcement of interresponse times; response rates were faster on VR than on both VI and VI+ schedules. In contrast, when procedures were adopted to maintain high rates of response, rats showed sensitivity to the molar characteristics of the schedules; they responded as fast on a VI+ schedule as on a VR schedule and faster on both of these schedules than on a yoked VI schedule. When the variance of response rate was manipulated, this factor was noted as an important element in determining sensitivity to the molar characteristics of the schedule. (PsycINFO Database Record (c) 2010 APA, all rights reserved)