A Brief Review of Classroom Group‐oriented Contingencies

Litoe, L; Pumroy, Donald K.

doi:10.1901/jaba.1975.8-341

Cited by 268 publications

(211 citation statements)

References 71 publications

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“…In the dependent group contingency, all of the students in the classroom receive reinforcement contingent upon one student's behavior or a select group of students' behavior meeting the criterion. In the interdependent group contingency, everyone in the class receives reinforcement contingent upon the whole class meeting a criterion (e.g., a class average of 80% on the weekly quiz; Campbell ; for a detailed description of group-oriented contingencies, see Litow & Pumroy, 1975).…”

Section: The Problemmentioning

confidence: 99%

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

2016

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Section: The Problemmentioning

confidence: 99%

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

2016

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“…1981, 14. [357][358][359][360][361][362][363] NUMBER 3 (FALL 198 1) tingencies, defined here as reward systems in which members of a group receive equal individual rewards based on the performance of the entire group, have been used effectively in education (see Litow and Pumroy, 1975), in industry (Lawler, 1971), and in other performance areas. In the area of energy conservation, two studies (McClelland and Cook, 1980;Newsom andMakranczy, 1977-1978) have successfully used group contingencies to reduce energy consumption in university housing.…”

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confidence: 99%

A Group Contingency for Electricity Conservation in Master‐metered Apartments

Slavin

Wodarski

Blackburn

1981

J of App Behav Analysis

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Two studies evaluated the effects of a group contingency on electricity conservation. In Study 1, residents of 166 apartment units in three towers held meetings and received biweekly payments of the value of electricity saved compared to predicted use. The group contingencies were initiated in each tower in a multiple-baseline design. The program produced substantial savings in one tower (11.2 % of temperature-adjusted baseline), moderate savings in another (4.0%), and minimal savings in a third (1.7%). Overall, the residents saved 6.29%. In Study 2, residents of 255 apartment units, also in three towers, received the same treatment, except only 50% of the value of their savings were paid, and they received a one-time bonus of $5 for using > 10% less than baseline. Towers in Study 2 showed savings of 9.5%, 4.7%, and 8.3%, an average of 6.9%.Over the past several years, there has been a burgeoning interest among social scientists in applying behavioral principles to reduce residential energy consumption. Several studies have demonstrated that regular feedback on energy use can reduce consumption (Becker, 1978;Hayes & Cone, 1977;Kohlenberg, Phillips, & Proctor, 1976;Palmer, Lloyd, & Lloyd, 1978;Seligman & Darley, 1977;Winett, Kaiser, & Haberkorn, 1977;Winett, Neale, & Grier, 1979). Monetary rebates based on decreases in energy consumption have also been shown to be effective means of reducing residential energy use (Winett, Kagel, Battalio, & Winkler, 1978;Winett & Nietzel, 1975 There is a category of residential units in which there is someone with a strong interest in getting residents to conserve energy. These are master-metered apartments, in which residents do not pay for their own energy use directly. Energy conservation benefits apartment owners by reducing their operation costs, and cost-effective incentive or feedback programs may be practical. Master-metered apartments use about 35o% more electricity than similar individually metered buildings (Midwest Research Institute, 1975). Approximately one-third of all apartment units in the U.S. are master-metered and their total waste of electricity is estimated at 9.1 billion kilowatt hours per year.This study evaluated the use of a group contingency for electricity conservation.

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“…Group contingencies involve the application of consequences for group behavior (Litow & Pumroy, 1975). These can be applied in various ways.…”

Section: Social Skills Interventionsmentioning

confidence: 99%

Schoolwide social skills training: Providing preventive services to students at-risk.

Jones¹,

Sheridan²,

Binns³

1993

School Psychology Quarterly

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This paper reports a schoolwide social skills assessment and training model including a two-gate student identification procedure (i.e., in-class social skills training for all students and small group intensive training for at-risk target students). The model is directed at reducing future serious problems by addressing identified difficulties early (i.e., through secondary prevention procedures). Specific model objectives are to (a) utilize a compre-This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Teacher rating ofsocial skills A. Estimate frequency of behaviors B. Estimate behavior's importance to teacher C. Estimate skill and performance deficits D. Provide guideline for teacher interview and direct observations E. Evaluate social validity of intervention 2. Parent ratings of social skills A. Estimate social skills deficits across settings B. Estimate parent's perceived importance of social behaviors C. Provide guideline for parent interview D. Evaluate social validity of intervention 3. Sociometrics A. Measure social preference and social impact B. Obtain sociometric status classification (rejected, neglected, or controversial) C. Evaluate change in social perceptions as a function of intervention 4. Self-report of social skills A. Obtain child's perception of social behavior B. Consider child ratings in target selection C. Evaluate child perceptions regarding treatment effectiveness 5. Parent-Teacher interviews A. Further delineate and specify target behaviors B. Explicate consultation goals and behavioral objectives C. Provide functional analysis of behavior in specific situations D. Identify setting events and conditional factors surrounding behaviors E. Assess treatment preferences and acceptability to consultees F. Develop cross-setting interventions to facilitate consistency and generalization G. Evaluate perceptions regarding treatment effectiveness 6. Direct observations A. Provide functional analysis of behavior B. Obtain direct measure of behavior in applied settings C. Observe qualitative aspects of social behavior, such as nature, function, and peer reactions D. Allow social comparison of target child with matched peer 7. Child interview A. Obtain child's perception of social behavior B. Consider child's input in selecting target behavior, goals of consultation, and intervention strategies C. Evaluate child perceptions regarding treatment effectiveness

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A Brief Review of Classroom Group‐oriented Contingencies

Cited by 268 publications

References 71 publications

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

A Group Contingency for Electricity Conservation in Master‐metered Apartments

Schoolwide social skills training: Providing preventive services to students at-risk.

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