Full text
PDFPage 313
. 1977 Summer;10(2):313. doi: 10.1901/jaba.1977.10-313
Increased peer-teaching with group-oriented contingencies for arithmetic performance in behavior-disordered adolescents1
Timothy McCarty
1,2, Susan Griffin
1,2, Tony Apolloni
1,2,2, Richard E Shores
1,2
Timothy McCarty
1Central State Psychiatric Hospital Nashville, Tennessee
2George Peabody College
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Susan Griffin
1Central State Psychiatric Hospital Nashville, Tennessee
2George Peabody College
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Tony Apolloni
1Central State Psychiatric Hospital Nashville, Tennessee
2George Peabody College
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Richard E Shores
1Central State Psychiatric Hospital Nashville, Tennessee
2George Peabody College
Find articles by Richard E Shores
1Central State Psychiatric Hospital Nashville, Tennessee
2George Peabody College
2
Department of Special Education, California State College, Somona, Robnert Park, California 94928.
1
The full text of this manuscript is deposited with the National Auxiliary Publications Service (NAPS). For copies, order NAPS Document #02916. Order from ASIS/NAPS Co., C/O Microfiche Publications, 305 East 46th Street, New York, New York 10017. Remit with order for each copy $3.00 for microfiche or $7.75 for photocopies. Make checks payable to Microfiche Publications. The investigators express gratitude to Daniel Feldman and Jane Wilder for their assistance in preparing this manuscript and to Dr. Larry Thompson, Central State Psychiatric Hospital, Nashville, Tennessee, for his cooperation in supplying the setting and financial support for the experiment.
Keywords: academic behavior, classroom behavior, group contingencies, peer tutoring, mathematics, point economy, adolescents
PMCID: PMC1311184