contingent contracting on the out-of-seat behavior of grade iii … · 2013-04-03 · contingency...

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

http://www.thefreedictionary.com/distracting

http://legal-dictionary.thefreedictionary.com/Redress

http://legal-dictionary.thefreedictionary.com/Good+Behavior

http://encyclopedia2.thefreedictionary.com/cohen



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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

http://medical-dictionary.thefreedictionary.com/Attention-deficit+hyperactivity+disorder

http://medical-dictionary.thefreedictionary.com/Attention-deficit+hyperactivity+disorder

http://medical-dictionary.thefreedictionary.com/ADHD



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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

http://www/USlink.net?cralg007/behavior.html



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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

http://www.ncbi.nlm.nih.gov/pubmed?term=McLaughlin%20TF%5BAuthor%5D&cauthor=true&cauthor_uid=8332692



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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

http://encyclopedia2.thefreedictionary.com/FAP

http://www.researchgate.net/researcher/63693345_J_L_Gewirtz/



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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



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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.



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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.



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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



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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



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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.

contingent contracting on the out-of-seat behavior of grade iii … · 2013-04-03 · contingency...

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