Several studies have used interdependent group contingencies to decrease disruptive behavior and increase appropriate behavior for groups of adolescents. In addition, one study demonstrated that rules plus feedback about rule violations, without additional group contingencies, decreased problem behavior and increased appropriate behavior for adolescents in three classrooms within a residential juvenile facility. Given the rapid behavior change observed in the aforementioned study, it is possible behavior changes were produced by reactivity to obtrusive observation from program implementers. To address this question, we used two A-B designs in conjunction with the conservative dual-criterion (CDC) method to evaluate the extent to which obtrusive observation alone and rules, without systematic consequences, decreased problem behaviors in two classrooms within a residential juvenile facility. Results from visual and CDC analyses indicate that (a) obtrusive observation did not affect problem behavior in either classroom and (b) rules decreased problem behavior in both classrooms and increased appropriate behavior in one classroom. In addition, a measure of social validity indicated that the procedures and outcomes were acceptable to the classroom teacher.

中文翻译：

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闯入式观察和规则对青少年寄宿治疗环境中青少年课堂行为的影响

几项研究使用相互依赖的群体偶然性来减少破坏性行为并增加青少年群体的适当行为。此外，一项研究表明，规则加上关于违反规则的反馈，在没有额外的群体意外事件的情况下，减少了青少年收容所内三间教室的问题行为并增加了青少年的适当行为。鉴于在上述研究中观察到的快速行为变化，行为变化可能是由于对程序实施者的突兀观察的反应而产生的。为了解决这个问题，我们使用了两个 AB 设计结合保守的双重标准 (CDC) 方法来评估单独和规则的突兀观察的程度，而没有系统性后果，减少了青少年收容所内两间教室的问题行为。视觉和 CDC 分析的结果表明，（a）突兀的观察不会影响任一教室的问题行为，（b）规则减少了两个教室的问题行为并增加了一个教室的适当行为。此外，社会效度的测量表明，课堂教师可以接受这些程序和结果。