Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria

Scott, Katelyn C.; Skinner, Christopher H.; Moore, Tara C.; McCurdy, Merilee; Ciancio, Dennis; Cihak, David F.

doi:10.17105/spr-2017-0037.v46-3

Cited by 55 publications

(73 citation statements)

References 25 publications

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“…Similarly, in the interdependent GC condition, the rewards were given only when all the team members achieved the target step count, thereby placing equal responsibility on all members. A higher level of perceived responsibility in the dependent GC condition has also been reported in previous literature (Scott et al, 2017). However, further investigation is necessary as this study does not measure other factors that may have affected participation in a group intervention, such as personality traits.…”

Section: Discussionsupporting

confidence: 53%

Effect of Group Contingency Type on Walking: Comparisons of Effectiveness and Cost Efficiency

Kim

Lee

et al. 2021

Front. Psychol.

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Group contingency (GC) is an effective and cost-efficient strategy that can be successfully applied to technology-based interventions. This study examined the relative effectiveness and cost efficiency of three types of technology-based group contingencies on walking among adults. Seventy two students were divided into teams of three. Each team was randomly assigned to one of three GC conditions (independent, interdependent, or dependent) and underwent 66 days of technology-based group contingency intervention. Sixty five participants completed the intervention and 61 completed the follow-up assessment 2 months later. Step counts and self-reported walking activity increased after the intervention under all three conditions. The proportion of participants that met the target step counts was significantly higher under the dependent group contingency condition. However, 2 months later, intervention effects were not maintained under any condition. For cost efficiency, the increase in step count per point was significantly higher under the interdependent group contingency condition. Group cohesion and social validity (point satisfaction and point utility) were significantly higher under the dependent group contingency condition. Finally, the clinical implications and limitations of this study are discussed.

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Section: Discussionsupporting

confidence: 53%

Effect of Group Contingency Type on Walking: Comparisons of Effectiveness and Cost Efficiency

Kim

Lee

et al. 2021

Front. Psychol.

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“…For visual analyses, our unit of analysis was by small group because instruction occurred at the small‐group level and many researchers argue that group level analyses are most appropriate in this context to account for factors such as nonindependence and the potential for mutual influence (e.g., Hoyle, Georgesen, & Webster, ; Kenny, Mannetti, Pierro, Livi, & Kashy, ). School psychologists using SCDs to experimentally evaluate group‐based interventions also use this logic and visually analyze data at the group level (e.g., Begeny & Martens, ; Scott et al, ).…”

Section: Methodsmentioning

confidence: 99%

An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program

Begeny

Codding

Wang

et al. 2020

Psychology in the Schools

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More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research‐supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined the effectiveness of specific motivational strategies used in the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) intervention program. A multiple baseline design was used with three instructional groups of second grade students to compare the relative effectiveness of three different conditions on students’ math computation skills. Condition 1 included all of the AMPPS‐SG instructional components. Condition 2 included all instructional procedures as well as goal‐setting, performance feedback, and reinforcement for performance. Condition 3 included all components used in Condition 2, as well as a group‐based reward contingency. Results showed that students’ performance during Condition 3 was significantly better than performance during Conditions 1 and 2.

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“…In addition, students may not attempt to tootle if they felt the known criterion could not be reached (Campbell & Skinner, 2004). Thus, applying unknown criteria may encourage students to do their best (Scott et al, 2017). The criteria were randomly selected because we had no scientifically supported strategy for setting criteria that would maximize group performance (C. H. Skinner et al, 2009).…”

Section: Dependent and Independent Variablesmentioning

confidence: 99%

“…As it could have taken a long time for all four students' idiosyncratic data patterns (i.e., level, trend, and variability) to simultaneously align and support phase changes, neither visual nor effect size analysis of individual student data was appropriate (Fudge et al, 2008). Although descriptive statistics for each student by phases are presented, no causal relationships can be inferred from these individual student data (Scott et al, 2017).…”

Section: Design and Analysismentioning

confidence: 99%

“…Thus, researchers, including those investigating positive behavioral interventions and supports, have focused on identifying, developing, and validating practices designed to increase desired behaviors in school settings (Horner & Sugai, 2015). Researchers have enhanced on-task and assignment completion and accuracy use interdependent group-oriented rewards (Greenwood, Hops, Delquadri, & Guild, 1974; Heering & Wilder, 2006; Popkin & Skinner, 2003; Scott et al, 2017; Winett, Battersby, & Edwards, 1975). In addition, researchers have evaluated indirect effects of interdependent group contingencies designed to reward desired classroom behavior by measuring their indirect effect on undesired classroom behavior (Cihak, Kirk, & Boon, 2009; Page & Edwards, 1978).…”

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confidence: 99%

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Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students

Kirkpatrick

Wright

Daniels

et al. 2019

Journal of Positive Behavior Interventions

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This study was designed to extend the research on tootling interventions, which involves reinforcing students’ reporting of their peers’ incidental prosocial behaviors. Specifically, a withdrawal design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated-measures graph and effect size estimates suggested that the tootling intervention decreased these interactions. Discussion focuses on future research designed to evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables.

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Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria

Cited by 55 publications

References 25 publications

Effect of Group Contingency Type on Walking: Comparisons of Effectiveness and Cost Efficiency

Effect of Group Contingency Type on Walking: Comparisons of Effectiveness and Cost Efficiency

An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program

Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students

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