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

Frank M. Gresham · Gwenyth N. Gresham

139 citations0/0 files storedThe Journal of Special Education

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Psychological Treatments and Assessments

Abstract

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.

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References

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2003Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components 1991Behavioral Interventions for the Classroom: Implications for Students with ADHD 2012A systematic evidence review of school-based group contingency interventions for students with challenging behavior 2004A Comparative Study of Group Contingencies and Randomized Reinforcers to Reduce Disruptive Classroom Behavior.

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