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Week 7– Assignment: Signature Assignment: Analyze a Set of Qualitative Data to Produce Trustworthy Research Findings Erjola Lena Northcentral University EDR-8206 v1: Applied Qualitative Analysis Professor: Dr. Brandon Simmons July 16, 2023

The Role of Theoretical Frameworks in Qualitative Research Introduction Theoretical frameworks are important in qualitative research because they provide structure, guide research design, and improve data processing. They offer a lens through which researchers can interpret and analyze their data, helping to identify key concepts, relationships, and patterns. Frameworks are used as a basis for organizing research inquiries, creating strategies for collecting data and placing discoveries within a wider theoretical structure. The goal of this assignment is to use the strategies taught in this course to examine a case study and generate trustworthy data. To complete the selected research study on early childhood teachers' perceptions of group contingency behavior plans, several key components must be addressed. These include developing a theoretical framework, creating a coding scheme, manually coding transcripts, and presenting findings for at least two research questions. Theoretical Framework in Data Analysis An analysis of data is guided by a theoretical framework that organizes researchers' thoughts, develops research questions, and organizes their ideas. A theoretical framework provides a systematic structure that allows researchers to explore the relationships between variables, develop hypotheses, and interpret their findings within a broader theoretical context. According to Braidotti (2018), a theoretical framework enables researchers to situate their work within the larger theoretical landscape of their field. It allows them to draw upon established theories, concepts, and models that have been developed and refined over time. Researchers can avoid reinventing the wheel and leverage existing knowledge to inform their data analysis by utilizing a theoretical framework. Importance of a Theoretical Framework

1. Conceptual Clarity: A theoretical framework helps researchers clarify the concepts and variables they are studying. It provides a framework for defining and operationalizing these concepts, ensuring consistent and coherent data analysis. For example, a theoretical framework might be used to clarify the distinction between positive and negative behavior and help researchers measure it consistently and accurately. 2. Guiding Data Collection: By establishing a theoretical framework, researchers can identify relevant data sources and determine the necessary information to answer their research questions. This helps prevent data collection efforts from becoming overwhelming or unfocused. 3. Contextual Understanding: A theoretical framework allows researchers to contextualize their findings within existing theories and concepts. This enhances the depth of analysis by providing a broader understanding of the phenomenon under investigation. 4. Formulating Hypotheses: A theoretical framework aids in formulating hypotheses by providing a basis for making assumptions about relationships between variables. This enables researchers to generate testable predictions and guide data analysis accordingly (Bloomberg & Volpe, 2019). Creswell and Poth (2018) emphasize the importance of a theoretical framework in linking research questions to data analysis processes. By providing a logical and coherent structure, it facilitates the analysis of data, identifies patterns, and draws meaningful conclusions. The framework outlines the approach for investigating a research subject or problem and helps to convey the primary concepts of the study. It is essential to have a framework in place for the study to be conducted. The themes, codes, charts, and interpretations are all done within the framework. It is the foundation on which researchers can analyze and understand the topic. As a result, data organization would be challenging without a framework.

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Using a theoretical framework in data analysis has a significant advantage in providing a foundation for interpreting findings. Grounding the analysis on established theories or concepts enables researchers to connect their data with existing knowledge in the field. This leads to a more comprehensive and meaningful interpretation of the results and enables the integration of new findings into the broader scientific discourse. As Little et al. (2015) write, "A theoretical framework provides a basis for organizing, understanding, interpreting, and communicating data" (p. 5). This strengthens the validity and reliability of the research by providing a theoretical basis for the analysis. It also helps to explain why certain results were obtained and how they are connected to existing knowledge in the field. Furthermore, it enables researchers to develop a more thorough grasp of the research and how it fits into the greater scientific debate. An organized and systematic approach to analyzing data is imperative for accuracy and reliability. A theoretical framework provides a structure for categorizing data, allowing researchers to identify patterns and themes. This leads to more efficient analyses and precise conclusions. Moore et al. (2017) also noted that a theoretical framework can be used to identify important variables that influence results and to explain their relationships. Moreover, it can reveal gaps in the data, which can help researchers interpret and analyze them more effectively. A systematic approach to establishing a group contingency is presented by Hirsch et al. (2016), which can provide a practical theoretical framework for the study of group behavior and intervention data. The authors provide a step-by-step approach for creating a contingency plan, a behavior modification intervention that employs incentives and penalties to promote desired behaviors in a group context. They explain the various components of the framework, including goal setting, establishing a system for monitoring behavior and identifying rewards and

punishments. They also provide strategies for managing and monitoring group contingencies, which can be used to analyze data related to group behavior and interventions. It is recommended by experts that having a theoretical framework is essential in research as it aids in comprehending information and tackling analysis problems (Moore et al., 2017). At every stage of research, such as methodology, literature review, presentation, explanation, and assumptions, theoretical frameworks guide and link the process together (Bloomberg & Volpe, 2019). According to Little et al. (2015), a theoretical framework lets researchers evaluate alternative views that may contradict their position, ultimately boosting study quality. To ensure credibility, research proposals seeking funding must demonstrate a strong conceptual foundation. The use of theoretical frameworks, as demonstrated by Hirsch et al. (2016) and Weis et al. (2015), can greatly assist in this process. By establishing credibility, a study employs a solid theoretical framework rather than relying solely on the researcher's perspective. This approach makes the study evidence-based and more reliable, according to Moore et al. (2017). Justification for the Theoretical Framework The use of theoretical frameworks is crucial in research as it provides a means to understand the topic being studied. In the study on early childhood teacher perceptions of group contingency behavior plans, an appropriate theoretical framework was utilized. Experts say that the theoretical framework should match the study's research questions, goals, and overall purpose (Creswell & Guetterman, 2021; Hendricks, 2015). It should also use theories or frameworks tested in similar situations (Cohen et al., 2018). This study focuses on teachers' viewpoints on group contingency behavior plans in early childhood education. The aim is to investigate how effective these plans are and how they impact student behavior. The theoretical framework used in this study is compatible with the research

questions and objectives. Social learning theory is the chosen framework, which explains how individuals learn by observing and mimicking others. It suggests that behavior plans, including group contingency plans, can shape children's behavior through modeling. This framework is useful in understanding how teachers perceive group contingency behavior plans and their effectiveness in early childhood settings. Moreover, it is important to note that social learning theory has been extensively researched and proven to be an effective theoretical framework for this study. Several studies have explored the effects of behavior plans and contingency management strategies on student behavior (Jones & Jones, 2005; Skinner, 1966; Sugai & Horner, 2006). These studies have highlighted the importance of considering teachers' perceptions and attitudes toward behavior plans, as they can significantly impact their implementation and effectiveness. Furthermore, research has shown that teachers who receive adequate training in behavior management strategies and are open to working with parents and school staff can establish a positive classroom environment that supports the effective implementation of behavior plans. Therefore, highly motivated, confident, and knowledgeable teachers are more likely to succeed in implementing behavior plans. Finally, the ideal theoretical framework for investigating teachers' perspectives on group contingency behavior plans in early childhood education is social learning theory. This theory aligns with the study's objectives, goals, and objectives, and is backed by relevant literature and past research on behavior plans. By utilizing this theoretical framework, the study can offer valuable insights into instructors' views on the effectiveness of group contingency behavior plans in early childhood education. Literature-Based Coding Scheme

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Coding Process in Qualitative Data Analysis Qualitative data analysis involves coding, which is a crucial component for researchers to effectively organize, categorize, and interpret data. Weis et al. (2015) provide a key reference for understanding coding in qualitative data analysis. They stress the importance of developing a coding system that aligns with the research objectives and questions. This involves identifying and defining codes, which are labels or categories that capture different aspects of the data. The authors emphasize that coding is an iterative process, as researchers constantly revisit and refine their codes throughout the analysis to ensure that all relevant information is captured while avoiding redundant or irrelevant codes. Additionally, the coding system should be flexible enough to accommodate new insights uncovered during the analysis. According to Ravitch and Carl (2021), it is crucial to have an organized and thorough coding process. This ensures that interpretations are based on the data and accurate. They also highlight the importance of intercoder reliability, where multiple researchers independently code the same data to verify accuracy. To achieve this, the authors suggest creating a codebook that outlines the coding categories, criteria, processes, and procedures. This increases the validity of interpretations as it allows for multiple perspectives and interpretations of the data. Moreover, it ensures that all coders have a shared understanding of the coding categories and criteria. Additionally, Saldaña (2016) provided a thorough guide to qualitative coding. The guide presents various methods such as descriptive, in vivo, and pattern coding. The author highlights the significance of coding to make sense of data. Researchers actively identify patterns, themes, and connections. Saldaña (2016) also stresses the importance of documenting coding decisions and rationale to maintain an audit trail. For instance, descriptive coding involves assigning labels

to data sections, such as “parenting,” to an interview section about the respondent’s experience as a parent. Elliot (2018) sheds light on the significance of coding software in qualitative data analysis. The writer talks about the advantages and difficulties of employing software programs like NVivo or ATLAS.in the coding procedure. NVivo has numerous characteristics that make it possible for researchers to document, save, and display data in a manner that simplifies understanding and exploration. These tools offer a means of productively handling vast amounts of qualitative data, promoting teamwork between researchers, and improving the arrangement and retrieval of coded data. The coding process involves several steps, including coding at both the initial and final stages (Creswell & Poth, 2018). An iterative and reflective coding framework encourages the emergence of coding patterns to ensure the natural emergence of themes and patterns from the data. The study offers valuable insights into alternative research approaches in healthcare. This iterative coding framework is beneficial in healthcare research, as the data often contain complex themes and patterns that require close examination and reflection. Through this process, researchers are able to gain deeper insights into the data and uncover valuable information that would otherwise remain hidden. In their study, Pokorski et al. (2017) explore the use of qualitative coding in healthcare research. They emphasize the importance of coding to interpret and understand complex healthcare phenomena. The writers stress the importance of ongoing coding, where researchers regularly work with data to enhance their comprehension and generate insightful analysis. Finally, Bloomberg and Volpe (2019) offer insights into the role of coding in mixed methods research. They discuss how qualitative coding can be integrated with quantitative data

analysis, allowing researchers to understand their research questions comprehensively. The authors emphasize the need for researchers to carefully plan and design their coding process to ensure qualitative and quantitative data integration. To conclude, qualitative data analysis requires a critical coding process that allows researchers to effectively organize, categorize, and interpret their data. By referencing the works of Weis et al. (2015), Ravitch and Carl (2021), Saldaña (2016), Elliot (2018), Creswell and Poth (2018), Pokorski et al. (2017), and Bloomberg and Volpe (2019), researchers can gain insight into different approaches, techniques, and considerations for qualitative coding. These resources can serve as valuable references to improve the rigor and validity of qualitative data analysis. Presentation of Coding Scheme Coding schemes are essential tools used in qualitative research to analyze and categorize data. They allow researchers to systematically categorize and interpret their data, providing valuable insights and findings in their respective studies. Little et al. (2015) study examines how social media affects adolescents' mental health. Their coding system included different categories such as "positive social media interactions," "negative social media interactions," "self-esteem," and "emotional well-being." These categories were further broken down into specific codes to help researchers analyze the data and identify recurring patterns or themes systematically. For example, the code "P1" represented posts expressing gratitude for friends or family, while "N2" represented posts conveying feelings of exclusion or loneliness. The results of the study showed that code "P1" was used more frequently than code "N2," indicating that social media users tend to express positive emotions more often than negative ones.

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A coding scheme was used in Pokorski et al.'s (2017) article to understand what influences consumer behavior in fashion. Their scheme included categories such as "brand loyalty," "price sensitivity," "perceived quality," and "social influence." By assigning codes to these categories, the researchers were able to examine the data and draw meaningful conclusions about consumer preferences and decision-making processes. The researchers discovered that brand loyalty was an important factor for consumers when choosing fashion items, with one- third of all coded responses in the data related to brand loyalty. This allowed the researchers to identify which brands were most popular and how often they were chosen. They also looked at how price and perceived quality influenced consumer decisions. Additionally, they were able to determine if social influence had an effect on consumer decisions, such as if people were more likely to buy a product if their friends had bought it. Teachers' experiences in culturally diverse classrooms were explored by Moore et al. (2017). The researchers' coding system included categories like "cultural competence," "student engagement," "pedagogical strategies," and "intercultural communication." By using this system, they were able to examine the teachers' stories and identify the challenges and methods associated with teaching in varied educational environments. The study revealed that teachers frequently felt overburdened by the number of students with diverse cultural backgrounds in their classes, making it difficult to connect with each student. This may be due to a lack of cultural understanding and appreciation for each student's unique background, resulting in a lack of interest and connection to the material. A list of coding techniques for transcripts of teacher interviews is provided below. The interviews were conducted to gain information on the sorts of group contingency plans used by instructors, how they are implemented, the support they receive, and how the findings might be

explained. In applied behavioral analysis (ABA), group contingencies are divided into three types: autonomous, dependent, and interdependent. Each type of contingency is associated with particular learning and social behavior theories during the coding process. Here are some possible coding schemes: 1. Theoretical conceptualization of group contingencies - TCGC 2. Type of contingency group - TCG 3. Parts that affect group contingencies - PEGC 4. Teacher support and resources for behavior management - TSRBM 5. Strategies, visual component, reward type - SVR 6. Teachers’ perceptions of behavioral management - TPBM 7. Impact on students - IS The groups were formed based on literature and study topics. To include more studies in the research, critical review studies were conducted on ancestral searches (Little et al., 2015). Using a coding scheme, the study's authors classified academic performance, positive behavior, negative behavior, homework, noise level, exercise, and other aspects. They also discussed the results of several group contingencies. Some of the strategies utilized by the writers inspired this writer's own coding scheme and student categorizations. Other research has also supported the methodologies and analysis of Little et al. (2015). Weis et al. (2015) outlined their own classification of preschool group contingencies based on research questions. Using group variables, teacher behaviors, and intervention, this author utilized their own coding process to construct groups 2, 3, and 6. In a survey of 160 primary school instructors, Pokorski et al. (2017) described the results. Teachers discussed their behavior awareness and classroom control approaches. Teachers

proposed that routines and norms be established, that close control be utilized to cope with poor conduct, and that disobedient students be redirected. Parental contact, professional referrals, and the use of time-outs outside of the classroom were among the correction measures used. These approaches were added to categories 4 and 5 by this author. Moore et al. (2017) based their article on practice. The author claims that even though it was previously defined, it was not included in the coding system. Nevertheless, it provided a structure for examining group dynamics among elementary school students, including those with disabilities. Coding Logic Implementing a comprehensive behavior management approach, such as contingency plans for groups, can greatly reduce instances of inappropriate behavior among students, prevent recurring incidents, and improve their ability to stay focused on tasks. It took me several readings of the literature to fully comprehend backup plans. I acquired a better understanding of the objectives of the case study by researching the literature and analyzing participant interviews. To properly grasp the data and its relation to the study, it was critical to recollect the case study's goal, objectives, and research questions. Before assigning codes, relevant text was grouped together using a quick coding process. To analyze the literature and data, we initially identified the most prevalent themes and utilized them to construct a framework. This framework was based on previously recognized themes, actions, and phrases related to education, behavior, and management. The first step was to categorize and conceptualize the problems, which resulted in the creation of an alphabetical coding scheme (Stremel et al., 2022). Each code was assigned a theme letter and a number for easy reference.

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Through thorough analysis and categorization, I was able to break down specific concerns into smaller, more manageable categories. Utilizing extensive code lists, I effectively organized the data and created visual representations to enhance classification. By identifying recurring themes and patterns through coded analysis, I uncovered valuable insights such as teachers' understanding and implementation of plans and the effects of emergency contingency plans. The use of mapped responses according to themes provided a structured framework for discovering and analyzing correlations between them. The result is a comprehensive and insightful understanding of the data and its implications. Coding is a useful tool for data analysis and categorization. At first, the coding process covered a broad spectrum of topics. To create an accurate category list, I needed to dig deeper into the transcripts. I spent many hours compiling a large list of unrelated concepts from literary works. However, I needed to analyze the transcripts more thoroughly to ensure I was sorting the data according to the participant's goals and minimizing any potential bias. Ultimately, I had to analyze the transcripts three times to fully understand their meaning and categorize the data effectively. Understanding the data transcripts becomes simpler when I eliminate biases toward the study questions. I derived categories from research objectives and questions of a case study, with a focus on contingency planning, management, and teachers' viewpoints. The categories were clearly defined with the help of the participants' comments (Eaves et al., 2021), and codes were established based on their responses to the study questions. The descriptors for each category were also established accordingly. Transcript Manual Codes Appendices A, B, C, and D are located at the end of the assignment.

Appendices: Key (representation): 1. Theoretical conceptualization of group contingencies - TCGC 2. Type of contingency group - TCG 3. Parts that affect group contingencies - PEGC 4. Teacher support and resources for behavior management - TSRBM 5. Strategies, visual component, reward type - SVR 6. Teachers’ perceptions of behavioral management - TPBM 7. Impact on students - IS Coded Data by Categories Category Code Themes Quotes 1 System of Management 1.1 Interdependent Contingency Plan P3: In class, students can earn a star or sticker if they behave well during transitions or follow instructions correctly on the first try. According to P3, the class is a large and interconnected group in which everyone must participate. “However, I decided to try this approach this year as I believe it would be simpler for me.” 1.2 Group Contingency Plan P6: "I think it's important to keep everyone engaged in the group plan, and giving too much attention to one child for a particular behavior could actually cause that behavior to escalate." 1.3 Independent Contingency Plan P5: “If these kids couldn't concentrate, they'd be sliced to bits." Each reward required a specific number of hole punches to be redeemed. 1.4 Individual Contingency Plan P6: “I find that an individual plan may require constant adjustments, especially when dealing with a child who needs a behavior plan. In my case, my children use token boards to help them complete tasks. Token boards can serve various purposes, but it is important to explain them to children so that they

understand their purpose. As a starting point, I usually begin with a one-to-one token and gradually increase the number of responses.” 1.5 Dependent Contingency Plan P6: “When a group makes smart decisions together and earns a reward that benefits the entire class, it improves the success of the strategy for all involved.” 2 Reinforcers 2.1 Tokens for Rewards P3: “I believe that allowing children to focus on their interests is a great approach. They are excited to engage in these activities. Sometimes, we offer a homework pass as a reward, while in other cases, we discuss their desires.” 2.2 Removal of Activities or Work P6: "Students who make good decisions during group activities are more likely to receive positive feedback." P3: "Allowing children to spend their time doing things they enjoyed was a good method. They couldn't wait to get their hands on it. We sometimes gave homework passes; sometimes we talked about what the students wanted." 2.3 Positive Feedback P3: "Students earned a classroom incentive every time they accumulated 15 points or stickers. At the end of each class, students frequently played free computer games or created something using the building tools provided.” 3 Contingency Plan Effects 3.1 Social Interaction Improves Social Skills/Awareness P5: While observing other students receiving extra hole punches, P5 realized the importance of putting in more effort. Witnessing students helping each other achieve their goals also instilled pride and inspired others to make similar decisions, according to P6. 3.2 Minimize Negative Behavior P3: “I've noticed an improvement in my behavior after taking hard classes. Because of the group contingency plans, I've seen some challenging children adjust their behavior to fit in and obtain the group reward.” 4 Management 4.1 Behavioral Criteria Objectives P5: “The staff displayed an impressive level of knowledge and expertise in their respective roles, demonstrating a keen understanding of revenue generation and outcome forecasting. In fact, they conducted several meetings prior to the event to ensure everything was in order. As the saying goes, "starting with what you know" is essential to establish

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a strong foundation at the onset of the year.” 4.2 Observing Behavior P3: “Currently, I am solely relying on tracking devices. I find this to be a useful approach and plan to continue with it. In the past, I used Class Dojo as my primary tool in the classroom, but it wasn't always accessible when I was working on a smartboard project simultaneously. Despite using a smart board, my students could still see it. Additionally, I can delegate the production of stars and stickers to a friend or family member, which is an added advantage.” 4.3 Visuals P6: “Similar to how a caterpillar moves by crawling in circles up to its head, this whole-class behavior plan aims to encourage students to follow the classroom rules.” 4.4 Inventory of Interests P6: “Based on my observations in the classroom, as well as the information I've gathered about my students' hobbies and interests, I feel confident in my decision.” 4.5 Reinforcement Schedule P6: "Based on their previous use of go noodles, I presumed they would be willing to pay for it this time. Additionally, we had previously used bubbles on the playground, which the students thoroughly enjoyed. Therefore, I utilized my prior knowledge and initiated a class discussion about it." 5 Teacher Education and Training 5.1 Perceptions of teachers P6: “In my opinion, using this contingency behavior plan for the group has led to more positive reinforcement and praise in my classroom.” 5.2 Mentor P3: “Someone else has already used it, perhaps an expert.” 5.3 Professional Development P3: “Over the last three years, I've learned a lot about dealing with behavioral difficulties from their school psychologist.” Findings Presentation Certain themes emerged from the coding analysis. This study focuses on two questions that must be answered. The first topic investigated was how early childhood educators employed group contingency plans to prevent unwanted conduct in their children. The study comes to two major conclusions about these questions:

1. The majority of instructors adopted interdependent group behavior strategies. 2. Rather than reducing negative behavior, teachers used behavior plans to promote appropriate behavior. The second research question examined how group contingency plans were created, carried out, and supervised. The research found that: 1. All teachers gained knowledge through peers and school professional assistance and materials. 2. Their plans were shaped by this knowledge and guidance. When it comes to managing behavior and controlling classrooms, there are many options to consider, each with its own perspective. A group contingency plan can be intimidating to create and implement. The transcripts of teacher interviews showed how they perceive their students and how classroom management affects the development of students' goals and plans. These plans can help to prevent disruptive conduct in student responses to the researcher's inquiries. Early childhood educators effectively implemented group plans that focused on reducing uncooperative behavior by enforcing standards and norms for good conduct. This approach proved successful, as reported by Participant 6. It was shown that there are benefits to using programs to increase certain habits while lowering others. According to participant 3, one of the purposes of having a behavior plan is to: 1. Ensure that positive behavior is encouraged during periods of transition. 2. To acknowledge students who diligently finish their school assignments. 3. To ensure that students follow instructions without any disobedience. The teacher's behavior control plans did not focus on promoting positive behavior and setting expectations. Participant 9 expressed doubt about the success of the interdependent group

plans due to the student demographics. Therefore, the teacher created an autonomous behavior plan. A few preschool students are struggling with their academic and social skills. To assist them, the teacher proposes one-on-one guidance from specialists and assistants. Additionally, the teacher suggests utilizing individual plans, participating in activities, and changing seats to improve their social and emotional behavior. However, the other three teachers recommend implementing behavioral strategies such as reinforcing routines, encouraging acceptable behavior, and attaining goals. Support and Implementation According to the responses received, other school professionals helped the participants with behavior management and contingency planning. Even though teachers are often perceived as being self-reliant, the four participants acknowledged the importance of working together in education, especially when developing and implementing group contingency plans. Participants 2 and 3 received training within the school premises, while Participant 6 received the most aid and resources. In their group plans, participants are encouraged to include various forms of feedback, resources, support, and training. While not explicitly stated, the group contingency plans developed by the teachers incorporated social learning theory, operant conditioning, and social interdependence. Positive reinforcement from peers plays a crucial role in all four teachers' behavior programs. As per the applied social learning theory, three of the teachers who either advocated for or achieved success in interdependent group contingency plans emphasized the importance of teachers modeling appropriate behavior for students to observe and learn from.

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To encourage positive behavior, teachers and students worked together to establish classroom expectations that everyone agreed upon. Participant 5 helped students discover their interests and then facilitated whole-class discussions. Participant 6 informed the learners of the plan and reviewed the classroom rules and expectations before putting it into action. This collaborative effort resulted in positive relationships between the students and teacher, all thanks to the mutually agreed-upon expectations and rules. Additionally, teachers who recognized the advantages of interdependent group contingency plans were able to promote them effectively. In the classroom, implementing positive reinforcement and praise has been beneficial for the whole group's contingency behavior plan, as noted by Participant 6. Because it is already interwoven into their group activities, students no longer seek attention. Participant 9 underlines the importance of social awareness for the united group contingency plan to be successful. It is important for people to remember that their actions can impact those they care about. In this context, contingency plans for interdependent groups are associated with the social learning theory and the social interdependence theory.Teachers are likely to apply these theories after learning about behavior management strategies and talking with other experts. This approach helps to create a positive and enjoyable school environment. Conclusion This study looked into cases of primary school teachers who had not been adequately prepared to deal with disruptive behavior during organized activities. The researchers aimed to determine if these teachers use group contingency plans and which elements they find most effective. By utilizing a theoretical framework that incorporates social constructivism and applied behavior analysis, educators in early childhood education explored group contingency

plans. While data on the effectiveness of group contingency plans in elementary schools is lacking, this study provided valuable background information. There were three sorts of contingency plans in place: autonomous, interdependent, and dependent. Each student's performance is evaluated individually in autonomous group contingency plans, and only those who meet the criteria are rewarded. With group contingency plans, all students can earn a reward if they collectively achieve a common goal. If a student or group of students complete specific tasks, the entire class receives a prize. The researchers studied the pros and cons of each contingency plan type for a group. Using group contingency plans to control behavior in primary schools has been found to effectively prevent students from repeating negative behaviors. These plans are meant to help students stay on track and respect the rules whenever they perform appropriately in class. The study sought to investigate how early childhood instructors use these plans and how they believe they can avoid negative behavior. This study seeks to better understand how early primary classroom instructors' approach and apply group contingency plans, to enhance their professional development. These plans, like those utilized by preschool teachers, have the ability to aid children in developing positive behavior habits.

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Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge. Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting and evaluating quantitative and qualitative research . Pearson. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage. Eaves, A. E., Radley, K. C., Dufrene, B. A., Olmi, D. J., & Bernard, L. E. (2021). A comparison of two group contingencies on teachers’ use of behavior-specific praise. Journal of Behavioral Education, 30 (2), 226-246. https://link.springer.com/article/10.1007/s10864- 020-09366-6 Elliot, V. (2018). Thinking about the coding process in the qualitative data analysis. The Qualitative Report, 23 (11), 2850–2861. https://doi.org/doi.org/10.46743/2160- 3715/2018.3560 Hendricks, J. (2015). Social learning theory in the classroom: A review of the literature. I nternational Journal of Social and Emotional Learning, 4 (2), 1-10. Hirsch, S. E., MacSuga-Gage, A., Park, F. K., & Dillon, S. (2016). A road map to systemically setting up a group contingency. Beyond Behavior, 25 (2), 21–29. https://doi.org//10.1177/107429561602500204 Jones, D. & Jones, K. (2005). The impact of behavior plans on student behavior: A review of the literature. Journal of Applied Behavior Analysis, 38 , 447-456.

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Little, S. G., Akin-Little, A., & O’Neill, K. (2015). Group contingency interventions with children—1980-2010: A meta-analysis. Behavior Modification, 39 (2), 322–341. https://doi.org/10.1177/0145445514554393 Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38( 4), 222–232. https://doi.org/10.1177/0741932516683631 Pokorski, E. A., Barton, E. E., & Ledford, J. R. (2017). A review of the use of group contingencies in preschool settings. Topics in Early Childhood Special Education, 36 (4), 230–241. https://doi.org/10.1177/0271121416649935 Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.). Sage. Salokangas, M., Wermke, W., & Harvey, G. (2020). Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. European Educational Research Journal, 19( 4), 329-350. https://mural.maynoothuniversity.ie/13731/1/MS_teachers%20autonomy.pdf Skinner, B. F. (1966). Science and human behavior . Macmillan. Stremel, J. M., Hawkins, R. O., Collins, T. A., & Nabors, L. (2022). Positive behavior change: Effects of an intervention package for disruptive behavior in a specialized school setting. Psychology in the Schools, 59 (3), 607-627. https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22634 Sugai, G., & Horner, R. H. (2006). A promise for constructing effective schoolwide discipline systems. P reventing School Failure, 50 (3), 99-103.

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Weis, R., Osborne, K. J., & Dean, E. L. (2015). Effectiveness of a universal, interdependent group contingency program on children’s academic achievement: A countywide evaluation. Journal of Applied School Psychology, 31 (3), 199–218. https://doi.org/10.1080/15377903.2015.1025322 Appendix A Participant 3: Interview Name of participant: Teaching Certification(s): Elementary K-6; Education Level (Highest degree attained) MA. Total years of teaching experience: 5 Years of teaching students in preschool through third grade? 5 Date & time of interview: 8/3/18- 11:00 1. Are you currently or have you ever implemented a group contingency plan to manage your students’ behavior? (If the response if “yes” then ask all questions-; if the response is “no” then proceed to use questions 8-10) Yes. TCGC TCG 2. How long have you been implementing group contingency plans? How did you learn about the plan? The last three years. So my two years before this district, I taught in Oakland California and it was like a disadvantaged community I guess really a different environment than what I teach in now. so I spent a lot of time with their school psychologist like talking about how to manage

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behavior so things that I was like building but it's like the last three years is when I really like started to implement them. PEGC SVR 3. Describe the type of group contingency plan you are using. (If not provided in the answer, ask about behavior criteria, schedule reinforcement, types of reinforcers, BSP, tracking system, use of visuals.) I'm currently using a sticker chart… so I have like 12 different classes that I see in a week. And the chart would just have the class name on the chart and then for any like positive behavior during whole class transitions or when everyone is focused on the assignment, or everyone follows directions the first time, they can earn like earn the star or a sticker… and then for every like 15 stars or stickers they earned like a classroom reward. which was usually like 10 or 15 minutes of free time so like at the end of the class once they completed their task they can move on to either like free computer game or they could build with some of the building materials. TCGC TSRBM 4. How did you decide to use this type of plan? I had seen another teacher use it maybe another like specialist teacher. I just use those tracker things. I like to keep it posted. So in previous years I used class dojo but it wasn't always accessible when I had something else on the smart board. I liked having this that they can even see it when we are using the smart board. Also I can have a helper do the stars or stickers for me as like a responsibility. They were also excited to do that so I tried class dojo and some other ones and they were still a group wide and still like the interdependent where everyone needed to be doing it. But I saw this one and thought I could be easier to manage for me so I gave it a try and for the most part think it went well this year. TSRBM IS SVR 5. How do you monitor the effectiveness of this plan? Does anyone else assist in monitoring or overseeing the plan? I guess I see how many stars they like are earning. it also checks me, like am I rewarding them when I should be. And if that’s like a motivating factor so if I were to say something like if you have a smooth transition back to your desks you'll earn a sticker. Or we need like three more to get to our goal. If that seems to be like… like …some of them students get like really excited about that. Or they’ll come in and be like two more and we get be free time today. IS 6. How do you determine what the reinforcers will be associated with the group contingency plan?

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So that I have tried it for a couple years. I don't want to spend money on like a treasure chest I also think it could be a lot for having 300 kids. I felt like giving them free time with things they liked seemed to have worked. Like something that they were looking forward to earning…so in general I go by their interests. They like playing on the computer just like free games and some like to build so they kind of have a choice of couple different things. IS TCG 7. Do you believe this plan has decreased disruptive behavior and increased appropriate behavior (Ask their beliefs about specific components they believe contributes to reducing disruptive behavior and increasing appropriate behavior, if not provided)? For me I think making it like posted and available for them to see changed it. This way I can have someone in charge of stars for that week and their job was to be like anytime I noticed that were on task they get to put it on and they liked having that responsibility. So I think having a visually accessible to them so they can check with it at any minute and compare themselves to other classes or grade levels. They will be like wow we have like the most in second grade. This competition helped them to behave. That was a factor, but not the main thing. IS TCG 8. Have you ever implemented an individual contingency plan? Yes. I do find that the individual plans are challenging when I have so many classes like I need to be more organized with like remembering that. Or sometimes they don't always have the datasheet. But as far as my class, the group plan is effective overall because I only have like 40 minutes with the students. IS TCG 9. What behavior management resources/supports are currently available to you for managing classroom behavior? Well I have definitely come to the child study team now. I know that the school psychologist and the school social worker did a presentation on classroom management and I use a lot of the resources they provided. It gave me a lot of ideas and things I might try next year and add on to what I am doing. I have also asked other teachers. And teachers in a similar position as mine, that see multiple classes for a shorter period of time. So mostly just like talking to more experts, since I still only have taught for a few years. SVR IS TPBM 10. Are there any final thoughts or feelings concerning behavior management you wish to share?

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Um I just feel like this is something that like I’m always working on. And I definitely have a hard time figuring out what works because my set up is different than a classroom teachers. So I’m still struggling to figure out what works for me and like the students. I do feel like organization would help me be better at it. I do think that sometimes this plan isn’t working for this class, but it is for another class. Do I abandon it completely, change it for that one class. How do I make it fit for everyone? I ask myself, is that really a possibility? TCG IS TPBM CRITICAL INCIDENT REPORT During the interview process, you indicated that you have or currently are implementing a group contingency plan. Please respond to the following questions. You may handwrite or type your responses. Thank you for your time. Have you experienced any positive or rewarding outcomes regarding the implementation of a group contingency plan? If your answer is yes, please describe your experience(s) in detail. If your answer is no, please indicate whether you would change your implementation of a group contingency plan, and why. Yes, I have noticed some positive behavior changes with challenging classes. I have also noticed some challenging students shift some of their behaviors due to the group contingency plans because they want to fit in and they want to earn the group reward. Have you experienced any unsuccessful outcomes regarding the implementation of a group contingency plan? Please describe. Yes, there are some classes or some specific students who have not found success with the group contingency plans because they did not meet their needs and/or did not motivate them to change their behavior. For example, I had one student who had frequently had meltdowns in class and was not socially motivated so his behavior was not impacted by the group contingency plan.

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Appendix B Participant 5: Interview Name of participant: LGF Teaching Certification(s): Elementary K-6; Education Level (Highest degree attained) MA. Total years of teaching experience: 7 Years of teaching students in preschool through third grade? 3 Date & time of interview: 8/13/18- 12:00 1. Are you currently or have you ever implemented a group contingency plan to manage your students’ behavior? (If the response if “yes” then ask all questions-; if the response is “no” then proceed to use questions 8-10.) Yes. TCGC TCG IS 2. How long have you been implementing group contingency plans? How did you learn about the plan? Well I feel like it depends on the year because there's some years where my classes needed it more than others. So I'm going to probably say past few years I've become more consistent with it so we can say half the time maybe 5 years. Well just from reading and seeing what other teachers are doing for class management. TCG TSRBM

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IS 3. Describe the type of group contingency plan you are using. (If not provided in the answer, ask about behavior criteria, schedule reinforcement, types of reinforcers, BSP, tracking system, use of visuals.) So this year I started using the beeper system. So I would set a timer for a certain amount of time and it would always be varied. It could be 5 minutes, it could be 2 minutes, it could be 10 minutes. And the students would never know when the beeper would go off. But when the beeper did do off I would do a quick scan around the room and those students that were on task would get a hole punch. If they had a certain amount of hole punches they could cash it in for a reward…But I would also use it as well, the same plan for the whole class. So I used it for whole group things and individual things. I made it clear there were times where everyone had to be doing something so that everyone can get a point and then there were individual students I would recognize. The students knew what was expected of them, how to earn, what the reward would be. There was a whole discussion about it so that there would be no surprises TCG 4. How did you decide to use this type of plan? I've struggled with this and have used various things over the years. The plan was shared with me by one my coworkers, the school social worker, and then another teacher using a punch card. So I kind of just (pause) sort of married the two of them together. um I made it my own I had to feel comfortable with it was a period of time where I thought like you know what I can't be setting the beeper all the time so I'm just going to sort of overall if the class is quiet during that time we can all get a punch. When I first started it, I thought about the periods where I felt like either my class was having the most difficult time being quiet. I mean I kinda feel like yes it's nice to be rewarded but at the same time there's just certain expectations that like we need to be quiet during reading we need so reading workshop was always a quiet time in my class I didn't really use it. But I used it for other times where I felt like the chattiness could be an issue. and I think I would continue to do that I think the second graders talking when it's not really time to talk um you that when I feel I need this the most. TCG TSRBM 5. How do you monitor the effectiveness of this plan? Does anyone else assist in monitoring or overseeing the plan? I think it was effective because truthfully like most of the time when I gave them a reminder about the behavioral expectation, I do really feel like they responded to it. Um the kids seemed excited about it. They loved the punch cards. Um and overall I think I had a really well managed class so to me that’s sort of the evidence. I mean I don't know for sure maybe if I didn't have this they would have been not as well behaved. um and I feel like because I varied when they were going to get them sometimes I didn't say that I'm looking for a quiet class but I'm when I noticed the kids are really quiet I would say know wow everyone’s been doing such an amazing job I'm going to come around and give everyone a punch. So it was very unexpected that's why I didn't know we need the buzzer all the time I think you know I just kept

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them on their toes. Um and overall I think I had a really well managed class so to me that sort of the evidence I mean I don't know for sure maybe if I didn't have this they would have been but I think it's nice to have a visual and know kids are earning. TSRBM IS 6. How do you determine what the reinforcers will be associated with the group contingency plan? Once the kids hit 20 punches, they could earn a prize. Sometimes it [the reward] would be a homework pass, other times it would be something else and we talked about what were things that they would want. So it was really based on their interest, so that um they were really invested in it. TSRBM IS 7. Do you believe this plan has decreased disruptive behavior and increased appropriate behavior (Ask their beliefs about specific components they believe contributes to reducing disruptive behavior and increasing appropriate behavior, if not provided)? I think the individual students seeing that maybe other students happen to have gotten more hole punches made them see that others were really doing their work, and I think just seeing that the kids thought that they better get to work PEGC IS 8. Have you ever implemented an individual contingency plan? Yes, I have done different plans. Other kids wanted rewards. You know other years when I had sticker charts for certain kids the prize associated with it in school the other kids would question it. So yeah I mean I think kids do get excited with it um get excited about it when they see other kids are getting. So I think the group plan is better. PEGC TPBM 9. What behavior management resources/supports are currently available to you for managing classroom behavior? Well definitely piggybacking off of other teachers as a resource. I'm always asking other teachers and the child study team, I think they always have really good ideas being that they work with so many different kinds of kids those are probably the two. You know I don't do so much research online like Pinterest I just don't find it helpful I like to sort of what's been tried and done by people that I respect. SVR TPBM IS 10. Are there any final thoughts or feelings concerning behavior management you wish to share?

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I think that that my thoughts have changed a little bit about it. Like I said before I have had some years where I haven't done anything you know I have done some individual work for the kids that need it up but never for everybody. But I kind of feel that even if you have a really good class sometimes it's nice to be rewarded and it's that positive feedback. So often we focus on the negative. so I think that whether I have like an amazing… ya know like going to target chattiness during quiet work, even if I have an amazing class, I think it's still nice to be able to continue to reward for that so that continues. Because I think that with second graders they can slide. So I just thinking going in with a fresh thought that it's important to have something you know to start the year out with and set the standards. PEGC SVR TPBM IS CRITICAL INCIDENT REPORT Have you experienced any positive or rewarding outcomes regarding the implementation of a group contingency plan? If your answer is yes, please describe your experience(s) in detail. If your answer is no, please indicate whether you would change your implementation of a group contingency plan, and why. Yes- I have noticed my students are invested in the plan and want to reach the goal. They get excited when I announce that I am looking for quiet workers or announce the beeper has been set. Their body language and verbal language is proof they are invested. More importantly, I see good behavior when the plan begins for that time period. Have you experienced any unsuccessful outcomes regarding the implementation of a group contingency plan? Please describe. No, I have not experienced unsuccessful results. However, I do think I need to do a better job at varying the reward to keep it fresh.

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Appendix C Participant 6: Interview Name of participant: BDT Teaching Certification(s): P-3; Elementary K-6;Sp.Ed P-12 Education Level (Highest degree attained) MA. Total years of teaching experience: 2 Years of teaching students in preschool through third grade? 2 Date & time of interview: 7/23/18- 10:00 1. Are you currently or have you ever implemented a group contingency plan to manage your students’ behavior? (If the response if “yes” then ask all questions-; if the response is “no” then proceed to use questions 8-10.) Yes. IS SVR PEGC TCG TCGC

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2. How long have you been implementing group contingency plans? How did you learn about group contingency plans? I guess the last two school year. I learned about the plan through the CST who introduced the program and gave me a few articles to read on group contingency plans and the background on the specific plan… I also learned about class plans during my first year. I did work with an experienced teacher um who observed me in the classroom and reviewed with me different strategies and techniques to improve student behavior. PEGC TCG 3. Describe the type of group contingency plan you are using. (If not provided in the answer, ask about behavior criteria, schedule reinforcement, types of reinforcers, BSP, tracking system, use of visuals.) So it's a whole class behavior plan that [pause] um it uses a visual of a caterpillar that has circles that move up to the head of the caterpillar. And the overall goal is to encourage students to follow classroom rules and routines. As they follow those rules and make positive choices in the classroom a butterfly moves up the circles of the caterpillar and once the butterfly reaches top of the caterpillar's head there is a whole class wide reward system. So in a bag there's visual cards that show what the reward would be so for example there’s a dance party, umm they could time with bubbles, they could earn free choice time. That part of the plan is adaptable based on the interests of the student and once the top of the caterpillar is reached we pull one of those visuals from the bag and the entire class gets to participate in reinforce. [pause] It is important to review with students what the classroom rules and expectations are and to let students know that you're initiating the plan so you can use it at different times during the day. I mainly used it during circle time and other whole group activities. TPBM SVR PEGC TCG 4. How did you decide to use this type of plan? From mentoring and advice from the CST. And then also once I started using the plan I saw the benefits and effectiveness of it so I continued to use it. IS TCG 5. How do you monitor the effectiveness of this plan? Does anyone else assist in monitoring or overseeing the plan? I guess based on how often the reinforcers are met, so how often we meet the goal. IS TPBM

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6. How do you determine what the reinforcers will be associated with the group contingency plan? Just based on what I've seen in my classroom and the interests that I know my students have. So for example they love go noodle which we have used in the past so I knew that would be something they would want to earn. Um also on the playground we have used bubbles before and they loved it…so I kind of use my own background knowledge on the students and then also in class discussion about it SVR TSRBM 7. Do you believe this plan has decreased disruptive behavior and increased appropriate behavior (Ask their beliefs about specific components they believe contributes to reducing disruptive behavior and increasing appropriate behavior, if not provided)? Yes, um… I think during a whole group activity if I’m able to pinpoint a student who is making a good choice it reminds me to give that verbal praise and then it’s coupled with the visual movement up the chart which really motivates the other students because they see the direct reward and because they are working as a whole group it gives them the feeling of teamwork and the students want, you know they want to get the rewards so once they see that one student helped them get to the top it encourages the other students to make similar choices. IS TSRBM 8. Have you ever implemented an individual contingency plan? Yes I have. I really like how the whole group contingency plan works because it takes the emphasis off of just one student and really puts the responsibility on the class as a whole… so you're able to focus on more behaviors at one time... and it encourages a classroom culture and it allows you to kind of spread your praise around versus constantly either redirecting or praising one student. When the whole class works as a team to make good choices, the entire class benefits and receives a class wide reinforcer which increases the effectiveness of the plan. The plan has also encouraged my students to work cooperatively and has motivated the entire class. I have run an individual plan along with the group plan. I think in a way the whole group is more beneficial… because it gives…say you have one student that does require some type of behavior plan and you are using an individual plan it can sometimes I guess need like constant change… whereas I feel the whole group plan doesn't lose um its interest as much, so you can change it up a little bit more and I think that sometimes if you give maybe a child that needs redirecting or needs some assistance in the classroom, if you give them too much attention for a specific behavior it could increase the behavior. Where this really limits how much attention is just given to one student while they still are being encouraged by the plan and the reinforcer and it shows the whole class that when everybody does make good choices (pause) or a specific student that their friends could benefit from it as well as versus just one student getting a reinforcer. TSRBM

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9. What behavior management resources/supports are currently available to you for managing classroom behavior? Um it wasn’t so specific but we definitely reviewed in my coursework we reviewed different types of plans you can use different types of reinforcers so I wasn't familiar with this specific plan but I’ve definitely been introduced to the use of positive praise in the classroom, um how to increase certain behaviors and decrease certain behaviors. Um so I would think like a general overview of behavior management in some course, not specific a course IS TPBM SVR TSRBM 10. Are there any final thoughts or feelings concerning behavior management you wish to share? So I always had a visual rules board in my classroom which works really nice actually with this specific plan because you can reference it at the beginning of a whole group activity and um I like to make those rule charts with my students so that they are a part of coming up with what they think would be effective rules to have in our classroom. I think through this whole group contingency behavior plan I've really increased my use of positive reinforcement in the classroom and positive praise which I think just lifts the overall sentiment in the classroom and the students aren’t seeking to gain as much attention because it's already built into the way the whole group activities work and really limiting the use of redirecting in a sense of using language that explains what the students should do versus what they shouldn’t do. IS TPBM CRITICAL INCIDENT REPORT During the interview process, you indicated that you have or currently are implementing a group contingency plan. Please respond to the following questions. You may handwrite or type your responses. Thank you for your time. Have you experienced any positive or rewarding outcomes regarding the implementation of a group contingency plan? If your answer is yes, please describe your experience(s) in detail. If your answer is no, please indicate whether you would change your implementation of a group contingency plan, and why. Yes I have experienced positive and rewarding outcomes while implementing a group contingency plan in my pre-K classroom. The plan has enabled the students to work as a team to follow classroom rules and has greatly increased my use of positive reinforcement. the visual nature of the plan has also helped my students to clearly see the benefits of their positive choices. The plan is also adaptable, allowing the positive reinforcers to be directly related to the interest of the students. When the whole class works as a team to make good choices, the entire class benefits and receives a class wide reinforcer which increases the effectiveness of the plan.

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the plan has also encouraged my students to work cooperatively and has motivated the entire class. the plan has also helped me by reminding me to repetitively review classroom rules and to set clear and concise expectations. the plan also encourages the use of behavior specific praise connected with the visual increase which allows the whole class to again hear expectations coupled with a visual response that brings them closer to receiving their class-wide reward. Have you experienced any unsuccessful outcomes regarding the implementation of a group contingency plan? Please describe. No response provided Appendix D Participant 9: Interview Name of participant: LAZ Teaching Certification(s): Elementary K-6; Education Level (Highest degree attained) MA. Total years of teaching experience: 12 Years of teaching students in preschool through third grade? 9 Date & time of interview: 8/3/18- 5:00 1. Are you currently or have you ever implemented a group contingency plan to manage your students’ behavior? (If the response if “yes” then ask all questions-; if the response is “no” then proceed to use questions 8-10.) No TCGC PROBE: Why have you not implemented a group contingency plan? Please describe the specific reasons why you have not implemented a group contingency behavior plan with your students . I feel that my students would not benefit, at the age and skill level that I teach, from that type of reinforcement system. Most of the students entering have very few skills. I need to teach basic readiness skills which need to be broken down and reinforced immediately. I am fortunate

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enough to have and always have had enough support in my classroom to have a staff/student ratio of 1:1 or 1:2 so that readiness skills can be taught and reinforced immediately in an individual format, rather than a whole class approach. I also feel like the students need to have some sort of social awareness of others for a dependent or interdependent group contingency plan to work. They need to realize that their behavior affects everyone else and care about that fact. TCGC 8. Have you ever implemented an individual contingency plan? Yes, so I use a token boards for all my students for work completion. It could be for different things. Initially, clearly the children have to understand how a token works. So usually I would do a 1:1 token for a response and then maybe move to 5 or 10 responses. Then you 32 would just change the ratio of how you would reinforce. You can also change the amount of tokens before a child earns a reward. it also could be a time based like you're going to earn tokens over a certain amount of time. So, I have done it different ways, it depends on the student. so, there is usually a choice board, so they can choose what they want to work for, I would have a visual. And that would go on the board somewhere. And when they earn the token, they would receive their reinforcement. The CST and the other teachers help me. I mean I think really everybody on the team, the related service providers, um you know are valuable in their own way. It can be based on their experience, or um you know whatever their expertise is. Sometimes there might be behaviors related to their area. So, if we are doing a gross motor activity and there is a problem I can ask the OT or PT for suggestions to see if there is something I can do. I mean it’s really everybody that helps. IS 9. What behavior management resources/supports are currently available to you for managing classroom behavior? The school psychologist and the school social worker have provided a lot of the resources that I use on a daily basis. These are very helpful to me . IS TPBM TSRBM 10.Are there any final thoughts or feelings concerning behavior management you wish to share ? I think in my type of classroom if you can’t get the behavior under control, then it... that’s primary, you have to do that first or else you are never going to get to teach. And I also look like its that it is preschool and that social/emotional component um is almost more important in the very beginning than teaching the letters and the numbers. I mean it’s almost secondary to focusing on behavior and how you...just generally thing about the behavior. And the other things like sitting in a chair, participating, those kind of learner behaviors. As well as refraining from hitting and screaming and all those things. That primary and has to be focused on first before you can even get to anything else. I kind of feel like when we focus on

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those other things (not that they are not important) but it just like not accurate, if that can show all those skills, but can’t behavior, then those skills are not functional. You can’t use it if you can’t behave. So, it’s really... l I feel like my job with the kids I have, is to getting the behavior as under control as a I can in order to start teaching things other preschoolers may be learning. IS TPBM THIS RESEARCH PARTICIPANT DID NOT COMPLETE A CRITICAL INCIDENT REPORT SINCE SHE DOES NOT IMPLEMENT GROUP CONTINGENCY PLANS

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