Interdependent and independent group contingencies with immediate and delayed reinforcement for controlling classroom behavior

Abstract

Group-oriented contingency systems have enjoyed widespread acceptability, use, and success in classroom settings. Despite their increased use, group contingency systems have at least two disadvantages. First, one or more students may spoil reinforcement for the rest of the class, and, second, the behavior of the entire class often deteriorates as a result of the loss of access to reinforcement. The present study investigated the use of an interdependent group contingency for on-task and disruptive behavior along with an independent group contingency for disruptive behavior to prevent children from spoiling group reinforcement. Immediate and delayed consequences were built into the program to circumvent behavioral deterioration. The results demonstrated that the combination of group contingency systems and immediate and delayed consequences were effective in reducing levels of off-task and disruptive behavior and in increasing on-task behavior. The findings were discussed in terms of the combination of treatment components, potential for generalization, the need for empirical research on social validity, and the practicality and effectiveness of this intervention package for psychologists in the schools.