Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

Brenda D. Williamson · Gloria D. Campbell‐Whatley · Ya‐yu Lo

39 citations0/0 files storedPsychology in the Schools

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

Abstract

Abstract Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on‐task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on‐task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. © 2009 Wiley Periodicals, Inc.

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References

2008Applied Behavior Analysis 2024Applied Behavior Analysis for Teachers 1997A Meta-Analysis of Interventions to Decrease Disruptive Classroom Behavior in Public Education Settings 2006Antecedent strategies to promote appropriate classroom behavior 1982Interdependent, Dependent, and Independent Group Contingencies for Controlling Disruptive Behavior 2003Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components 2002Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports 2004A Comparative Study of Group Contingencies and Randomized Reinforcers to Reduce Disruptive Classroom Behavior.

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