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Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior

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Title: Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior
Language: English
Authors: Ksenia Anisimova (ORCID 0009-0000-0072-7195), Su-Je Cho, Kwang-Sun Cho Blair (ORCID 0000-0001-9377-6585), Kijung Ryu (ORCID 0000-0003-0889-4953)
Source: SAGE Open. 2025 15(4).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Elementary School Students, Public Schools, Deafness, Parents with Disabilities, Child Behavior, Grade 1, Intervention, American Sign Language, Homogeneous Grouping, Behavior Problems, Speech Impairments, Language Impairments, Class Activities, Time on Task
DOI: 10.1177/21582440251403420
ISSN: 2158-2440
Abstract: This study extended the literature on multicomponent interventions for the children of deaf adults (CODA) population. We evaluated two evidence-based behavior intervention strategies: pre-session pairing (PSP) and independent group contingency (GC). These strategies have successfully decreased off-task behavior in school-age children with various populations. However, the CODA population was not included in previous efforts. Using a concurrent multiple baseline design across participants, a single-case design, we examined whether teacher-implemented PSP with independent GC would reduce off-task behavior in three CODAs in an inclusive classroom at a public elementary school. The results showed that the PSP alone successfully decreased off-task behavior for all participating CODAs; however, the PSP combined with GC led to a greater and consistent reduction of the behavior. Future studies should replicate these findings with similar CODA populations to generalize these findings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495777
Database: ERIC
FullText Text:
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  Data: Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ksenia+Anisimova%22">Ksenia Anisimova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0072-7195">0009-0000-0072-7195</externalLink>)<br /><searchLink fieldCode="AR" term="%22Su-Je+Cho%22">Su-Je Cho</searchLink><br /><searchLink fieldCode="AR" term="%22Kwang-Sun+Cho+Blair%22">Kwang-Sun Cho Blair</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9377-6585">0000-0001-9377-6585</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kijung+Ryu%22">Kijung Ryu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0889-4953">0000-0003-0889-4953</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22SAGE+Open%22"><i>SAGE Open</i></searchLink>. 2025 15(4).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 12
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+with+Disabilities%22">Parents with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22American+Sign+Language%22">American Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Homogeneous+Grouping%22">Homogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink>
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  Data: 10.1177/21582440251403420
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  Data: 2158-2440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study extended the literature on multicomponent interventions for the children of deaf adults (CODA) population. We evaluated two evidence-based behavior intervention strategies: pre-session pairing (PSP) and independent group contingency (GC). These strategies have successfully decreased off-task behavior in school-age children with various populations. However, the CODA population was not included in previous efforts. Using a concurrent multiple baseline design across participants, a single-case design, we examined whether teacher-implemented PSP with independent GC would reduce off-task behavior in three CODAs in an inclusive classroom at a public elementary school. The results showed that the PSP alone successfully decreased off-task behavior for all participating CODAs; however, the PSP combined with GC led to a greater and consistent reduction of the behavior. Future studies should replicate these findings with similar CODA populations to generalize these findings.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1495777
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    Identifiers:
      – Type: doi
        Value: 10.1177/21582440251403420
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Parents with Disabilities
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: American Sign Language
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      – SubjectFull: Homogeneous Grouping
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      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Speech Impairments
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: Time on Task
        Type: general
    Titles:
      – TitleFull: Implementation of Presession Pairing with Group Contingency for Children of Deaf Adults to Improve Classroom Behavior
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            NameFull: Ksenia Anisimova
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            NameFull: Su-Je Cho
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            NameFull: Kwang-Sun Cho Blair
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            NameFull: Kijung Ryu
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              Y: 2025
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