Abstract
Teachers regularly apply independent group-oriented contingencies (e.g., each student who scored above 89% gets a reward) which are designed to enhance students’ academic performance and achievement. In some instances, these contingencies are ineffective with low performing students. Numerous researchers have demonstrated that applying interdependent group-oriented contingencies (e.g., the entire class receives extra free time if the class average exceeds 89%) can meaningfully enhance mathematics performance across students. Research designed to evaluate the application of interdependent group-oriented bonus rewards on students’ independent mathematic performance will be described and analyzed. Recommendations for applying these procedures will be provided. These recommendations focus on research-based procedures and strategies designed to maximize the effectiveness of interdependent contingencies while minimizing the negative side effects associated with these procedures.
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