Teaching prosocial skills such as positive peer interactions in early childhood settings not only promotes behavioral health but reliably predicts future learning outcomes. The literature suggests that decreasing levels of challenging behavior may improve peer interactions, and a feasible class-wide strategy that can address this combination of needs effectively is a group contingency. The current study investigated the effect of a novel group contingency, Social Sprouts, on both positive peer interactions and disruptive behavior. This study utilized a nonconcurrent multiple baseline design in three Head Start classrooms to evaluate the effect of this packaged intervention delivered just before and during play-based center activities. Lastly, social validity data were collected to better understand the teachers’ perceptions of feasibility, effectiveness, and acceptability. Results indicated an increase in positive peer interactions class-wide and for a student identified as having low levels of peer interactions and an immediate and stable decrease in disruptive behavior. All three teacher participants found Social Sprouts to be Acceptable, Feasible, and Effective. These results highlight a promising and feasible class-wide intervention to be implemented in Head Start settings without additional resources.
","abstract_html":"<p>Teaching prosocial skills such as positive peer interactions in early childhood settings not only promotes behavioral health but reliably predicts future learning outcomes. The literature suggests that decreasing levels of challenging behavior may improve peer interactions, and a feasible class-wide strategy that can address this combination of needs effectively is a group contingency. The current study investigated the effect of a novel group contingency, Social Sprouts, on both positive peer interactions and disruptive behavior. This study utilized a nonconcurrent multiple baseline design in three Head Start classrooms to evaluate the effect of this packaged intervention delivered just before and during play-based center activities. Lastly, social validity data were collected to better understand the teachers’ perceptions of feasibility, effectiveness, and acceptability. Results indicated an increase in positive peer interactions class-wide and for a student identified as having low levels of peer interactions and an immediate and stable decrease in disruptive behavior. All three teacher participants found Social Sprouts to be Acceptable, Feasible, and Effective. These results highlight a promising and feasible class-wide intervention to be implemented in Head Start settings without additional resources.</p>","abstract_has_math":false,"creators":["Garza, Brittany D"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dr. Zachary C. LaBrot","Dr. Emily R. DeFouw","Dr. Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08-01T07:00:00Z","date_published":"2025-08-01T07:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["social skills training","interdependent group contingency","prosocial skills","social and emotional learning","Applied Behavior Analysis","Child Psychology","Early Childhood Education","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1116","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Zachary C. LaBrot","Dr. Emily R. DeFouw","Dr. Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Garza, Brittany D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-01T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social skills training","interdependent group contingency","prosocial skills","social and emotional learning","Applied Behavior Analysis","Child Psychology","Early Childhood Education","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1116"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teaching prosocial skills such as positive peer interactions in early childhood settings not only promotes behavioral health but reliably predicts future learning outcomes. The literature suggests that decreasing levels of challenging behavior may improve peer interactions, and a feasible class-wide strategy that can address this combination of needs effectively is a group contingency. The current study investigated the effect of a novel group contingency, Social Sprouts, on both positive peer interactions and disruptive behavior. This study utilized a nonconcurrent multiple baseline design in three Head Start classrooms to evaluate the effect of this packaged intervention delivered just before and during play-based center activities. Lastly, social validity data were collected to better understand the teachers’ perceptions of feasibility, effectiveness, and acceptability. Results indicated an increase in positive peer interactions class-wide and for a student identified as having low levels of peer interactions and an immediate and stable decrease in disruptive behavior. All three teacher participants found Social Sprouts to be Acceptable, Feasible, and Effective. These results highlight a promising and feasible class-wide intervention to be implemented in Head Start settings without additional resources.
"]},{"key":"dc:title","label":"Title","values":["Social Sprouts: A Play-Based Packaged Intervention - Improving Peer Interactions in Early Childhood Classrooms with a Novel Group Contingency"]}]}],"canonical_facts":{"dc:contributor":["Dr. Zachary C. LaBrot","Dr. Emily R. DeFouw","Dr. Brad Dufrene"],"dc:creator":["Garza, Brittany D"],"dc:date.available":["2025-08-01T07:00:00Z"],"dc:description.abstract":["Teaching prosocial skills such as positive peer interactions in early childhood settings not only promotes behavioral health but reliably predicts future learning outcomes. The literature suggests that decreasing levels of challenging behavior may improve peer interactions, and a feasible class-wide strategy that can address this combination of needs effectively is a group contingency. The current study investigated the effect of a novel group contingency, Social Sprouts, on both positive peer interactions and disruptive behavior. This study utilized a nonconcurrent multiple baseline design in three Head Start classrooms to evaluate the effect of this packaged intervention delivered just before and during play-based center activities. Lastly, social validity data were collected to better understand the teachers’ perceptions of feasibility, effectiveness, and acceptability. Results indicated an increase in positive peer interactions class-wide and for a student identified as having low levels of peer interactions and an immediate and stable decrease in disruptive behavior. All three teacher participants found Social Sprouts to be Acceptable, Feasible, and Effective. These results highlight a promising and feasible class-wide intervention to be implemented in Head Start settings without additional resources.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1116"],"dc:subject":["social skills training","interdependent group contingency","prosocial skills","social and emotional learning","Applied Behavior Analysis","Child Psychology","Early Childhood Education","School Psychology"],"dc:title":["Social Sprouts: A Play-Based Packaged Intervention - Improving Peer Interactions in Early Childhood Classrooms with a Novel Group Contingency"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:47Z"}