Contingency Management in the Schools: How Often and How Well Does It Work?

Abstract

Studies of the application of behavior modification to the classroom rarely report the failure rate or the degree of success relative to appropriate control groups. In the present study, fourteen teachers were trained to use a contingency management program emphasizing the reinforcement of appropriate conduct while minimizing attention to inappropriate conduct. Changes in teacher and student behaviors from a three week baseline period to a three week period following program implementation were compared with changes in control classes over the same period. Twelve of fourteen experimental classrooms improved dramatically as a result of the program with fewer disruptions and higher task involvement. There were no reliable changes in control classes. These data indicate that contingency management works extremely well for many teachers.