Effects on Homework Completion and Accuracy of Varied and Constant Reinforcement Within an Interdependent Group Contingency System

Little, Steven G.; Akin-Little, Angeleque; Newman-Eig, Lynne M.

doi:10.1080/15377900903471989

Cited by 48 publications

(5 citation statements)

References 25 publications

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“…The results of the studies by both Kelshaw-Levering et al and Theodore et al suggest that interdependent group contingencies with reinforcement randomization can be successful in decreasing inappropriate classroom behavior. However, Little, Akin-Little, and Newman-Eig (2010), in contrast to most prior research, found constant reinforcement to be more efficacious than varied reinforcement in increasing homework completion.…”

Section: Group Contingenciescontrasting

confidence: 89%

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Group Contingency Interventions With Children—1980-2010

Little

Akin-Little²,

O’Neill

2014

Behav Modif

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The present study sought to evaluate the efficacy of group contingency procedures via meta-analysis. A total of 182 studies published between 1980 and 2010 were identified via PsychInfo that included group contingency as a keyword. Studies that met inclusion criteria (e.g., single-subject design, school-aged children; N = 50), were coded and effect sizes were calculated. Results strongly support the efficacy of group contingencies with an overall effect size of 3.41. Types of group contingencies were also evaluated for dependent group contingencies (ES = 3.75, n = 11), independent group contingencies (ES = 3.27, n = 8), and interdependent group contingencies (ES = 2.88, n = 35). These results clearly establish all varieties of group contingencies as efficacious for a wide range of target behaviors with school-aged children. Results are discussed with regard to practical implications.

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Section: Group Contingenciescontrasting

confidence: 89%

“…Homework was defined as involving a permanent product that was completed outside of regular class time. Both homework completion and accuracy were included in this category (e.g., Aloisio, 2007; Little et al, 2010). Noise level was defined as magnitude of sound, measured in decibels (e.g., Davey, Alexander, Edmonson, Stenhoff, & West, 2001).…”

Section: Methodsmentioning

confidence: 99%

Group Contingency Interventions With Children—1980-2010

Little

Akin-Little²,

O’Neill

2014

Behav Modif

Self Cite

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“…Similarly, with dependent contingencies, all members must monitor their behavior, and the target student is randomly selected after the instructional period if reinforcement is earned (e.g., Alric, Bray, Kehle, Chafouleas, & Theodore, 2007). In addition, to maximize the motivation of all students to earn the reinforcer, a Mystery Motivator (MM) can be randomly selected and revealed after the teacher has determined that the criteria for reinforcement were met (e.g., Alric et al, 2007; Little, Akin-Little, & Newman-Eig, 2010; Murphy, Theodore, Aloiso, Alric-Edwards, & Hughes, 2007).…”

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confidence: 99%

An Evaluation of Group Contingency Interventions

Ennis

Blair

George

2015

Journal of Positive Behavior Interventions

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Group contingencies (GCs) vary in a variety of dimensions that may influence their efficacy and acceptability. This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four GCs resulted in reduced disruption and increased appropriate behavior across all three classrooms with no patterns of differentiation between contingency types. Teachers selected independent or dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both classwide behaviors for all classes. Some evidence of generalization and maintenance was noted in all three classrooms. Keywordselementary and middle school, challenging behavior(s), classroom, intervention(s), positive behavior support(s) at LAURENTIAN UNIV LIBRARY on June 4, 2016 pbi.sagepub.com Downloaded from

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“…Further comparisons found that interdependent group contingencies outperformed individual contingencies and no rewards groups on accuracy and rate of reading (Chapman and Cope 2004). The variations of interdependent group-oriented contingencies, such as randomized reward schedules, have shown promise for spelling ) and math homework accuracy (Little et al 2010). Moreover, the researchers have shown that interdependent group-oriented contingencies may enhance the outcomes when combined with other academic interventions (e.g., Malone and McLaughlin 1997;Pappas et al 2010;Sharp and Skinner 2004).…”

Section: Group-oriented Contingenciesmentioning

confidence: 96%

A Comparison of Group-Oriented Contingencies for Addition Fluency

Gross

Duhon

Shutte

et al. 2015

Contemp School Psychol

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Math fact fluency is critical for understanding complex mathematics. Explicit timing interventions have shown promise for improving math fluency, and they may benefit from being paired with group-oriented contingencies. Further, investigations of independent and dependent grouporiented contingencies would help to identify their relative advantages. This study compared the effect of group contingency variations of an explicit timing intervention with goal setting and graphic feedback. Independent and dependent group-oriented contingency groups were compared along with an explicit timing only group. First-grade students completed daily addition probes and received graphs for the previous weeks' performance at the beginning of each week. Twice per week, the contingency groups received rewards based on their performance consistent with the contingency type. Results indicated that students in the independent grouporiented contingency condition had the greatest improvements in addition fluency. There was no difference found between the dependent and the explicit timing only group.

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Effects on Homework Completion and Accuracy of Varied and Constant Reinforcement Within an Interdependent Group Contingency System

Cited by 48 publications

References 25 publications

Group Contingency Interventions With Children—1980-2010

Group Contingency Interventions With Children—1980-2010

An Evaluation of Group Contingency Interventions

A Comparison of Group-Oriented Contingencies for Addition Fluency

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