Behavior change strategies for reducing disruptive classroom behavior

Abstract

The effects of independent and interdependent group contingencies for academic work on the disruptive classroom behavior of junior high school students were examined. Using a multiple baseline design, the disruptive classroom behavior in five mathematics classes was measured under baseline, independent group, and interdependent group contingencies. Group contingencies consisted of free-time contingent on completion and accuracy of daily mathematics assignments. Free-time was delivered either individually, contingent on individual performance (independent group contingency), or to the class as a whole, contingent on group performance (interdependent group contingency). In all classes, the level of disruptive behavior was reduced when treatment was initiated. Both independent and interdependent group contingencies resulted in lowered rates of disruptive behavior, with the interdependent contingency being slightly more effective. It was concluded that for junior high students: (a) Free-time is an effective reinforcer. (b) Reinforcing academic behavior is an effective method of reducing disruptive classroom behavior. (c) Both independent and interdependent group contingencies are effective techniques for changing classroom behavior. (d) The teacher can effectively implement a behavior change program with little or no training in behavior analysis.