Self-Management and Peer-Monitoring within a Group Contingency To Decrease Uncontrolled Verbalizations of Children with Attention-Deficit/Hyperactivity Disorder.
By S. Davies, R. Witte. 2000
96 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health
View Paper: https://www.semanticscholar.org/paper/6af4b73a210c3e84c1b8a489d515230098f0abdb
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Developmental and Educational Psychology
In Psychiatry and Mental health
Citations in the corpus
- Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance (2005, background): “Davies and Witte (2000) examined the effectiveness of a multicomponent intervention approach that incorporated self-monitoring, peer feedback and support, and a group contingency among children with ADHD in a general education classroom setting.”
- Class-Wide Positive Behavior Support and Group Contingencies (2012, methodology): “The GBG has been implemented with preschool as well as secondary-level students (Davies & Witte, 2000; Swiezy, Matson, & Box, 1992) and a variety of ethnic, rural, and urban populations (Darveaux, 1984; Huber, 1979; Lannie & McCurdy, 2007; Saigh & Umar, 1983).”
- Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, background): “Third, because we were interested on the effects of self-monitored behavior on participants’ behavior, the dependent variable (DV) had to be a measure of behavior (e.g., inappropriate verbalizations [Davies & Witte, 2000], on-task [Smith & Sugai, 2000]).”