Dependent Group Contingencies Research Articles

Effects of a Dependent Group Contingency on the Verbal Interactions of Middle School Students with Emotional Disturbance

This study examined the effects of a dependent group contingency to increase positive verbal interactions among nine middle school-aged males in a self-contained classroom. Prior to implementing the group contingency, the students received social skills instruction. A withdrawal experimental design was then used to evaluate the effects of the dependent group contingency. Students’ positive verbal interactions increased and negative verbal interactions decreased with the implementation of the dependent group contingency. When the group contingency was faded, positive and negative interaction levels were maintained. The results are discussed in terms of developing positive interaction skills among youth with emotional disturbance and the application of dependent group contingencies with these students.

In-vivo rating of treatment acceptability by children: Effects of probability instruction on student's spelling performance under group contingency conditions

In prior studies, Shapiro and Goldberg (1986, 1990) failed to find a relationship between in-vivo ratings by children of treatment acceptability and treatment effectiveness. These studies involved the use of interdependent and dependent group contingencies designed to improve the spelling performance of sixth grade students. To investigate whether the failure to link treatment acceptability and effectiveness may have been due to the subjects' inability to understand the differences in treatment conditions, this study utilized a pre-intervention training package to enhance salient differences between two types of group contingencies. Results of this study showed that both group contingencies were successful at improving the spelling performance of students, particularly the poorer spellers. Prior to treatment, students preferred the interdependent condition, with the higher-achieving students expressing the strongest preference. After implementation of the training package, both conditions were now rated as equally acceptable. Pre- and post-test acceptability ratings of each condition tended to be significantly correlated but correlations between acceptability ratings and treatment effectiveness were negligible at all points in the study. Limitations of the present study and suggestions for further research are discussed.

In vivo rating of treatment acceptability by children: Group size effects in group contingencies to improve spelling performance

A primary criticism of studies on acceptability of interventions has been their analogue approach to experimentation. In the present, two-study investigation, acceptability of intervention as rated by children was examined prior to, during, and immediately following the implementation of a group contingency designed to improve spelling performance. In the first study, the relationships of group size to interdependent and dependent group contingencies were investigated. The second study specifically examined the effects of group size and interdependent contingencies only. The results of the studies showed that these interventions were successful at improving the spelling performance of students, particularly the poorest spellers in the class. Differences related to group size were inconsistent across the two studies. Acceptability ratings of students in both studies showed that students rated each combination of group size and type of group contingency as more acceptable after experiencing treatment. Although pre- and postintervention acceptability ratings tended to be correlated, no correlations between acceptability ratings and student performance in spelling were found at any point in the studies. The implications for using acceptability ratings in decision making are discussed.

A Comparison of Group Contingencies for Increasing Spelling Performance Among Sixth Grade Students

The effects of independent, interdependent, and dependent group contingencies in increasing spelling performance of two classes of sixth-grade students were compared using an alternating treatments...

Use of a Home-Based Dependent Group Contingency System in Controlling Destructive Behavior: A Case Study

(1983). Use of a Home-Based Dependent Group Contingency System in Controlling Destructive Behavior: A Case Study. School Psychology Review: Vol. 12, No. 2, pp. 195-199.

Interdependent, Dependent, and Independent Group Contingencies for Controlling Disruptive Behavior

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared in a modified reversal design to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of educable mentally retarded children. Interpendent and dependent group-contingency systems were more effective than independent contingencies in controlling disruptive behavior. Sequential ordering of contingency phases did not allow one to completely rule out carry-over effects; however, it was unlikely that the independent contingency phases were rendered ineffective due to their positioning in the treatment sequences. The roles of group cooperation, peer reinforcement, and informational feedback in the success of group-oriented contingency systems are discussed.

The effects of dependent and interdependent group contingencies on socially appropriate responses in classes for emotionally handicapped children

The effects of group dependent and group interdependent reinforcement contingencies on the level of socially appropriate behaviors emitted by emotionally handicapped elementary school students were examined. The investigation employed an ABAC design with a systematic replication (ACAB) across a second classroom. The findings suggested that: (a) Both group dependent and group interdependent reinforcement contingencies were effective in incieasing the level of socially appropriate behaviors. (b) For Classroom II, group interdependent reinforcement contingencies more often resulted in higher rates of responding for individual subjects than did group dependent reinforcement contingencies. (c) Group interdependent contingencies were shown to set the occasion for cooperative behavior among class members designed to help each other achieve individual but interdependent goals.