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Use of an independent group contingency management system in a regular classroom setting
Author(s) -
Brantley D. Candace,
Webster Raymond E.
Publication year - 1993
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199301)30:1<60::aid-pits2310300110>3.0.co;2-x
Subject(s) - contingency management , psychology , contingency , reinforcement , intervention (counseling) , behavior change , identification (biology) , contingency table , behavior management , data collection , class (philosophy) , classroom management , multiple baseline design , applied psychology , developmental psychology , social psychology , mathematics education , medical education , statistics , medicine , psychiatry , computer science , linguistics , philosophy , botany , mathematics , artificial intelligence , biology
This paper examines the usefulness of an independent group contingency system for decreasing inappropriate behaviors. Twenty‐five fourth‐grade students enrolled in a regular class setting participated in this intervention, which involved a public posting system using positive reinforcement for desired behaviors. The program involved identification of target behaviors, collection of baseline data, program implementation, and follow‐up. Targeted behaviors showed marked decreases across the 8‐week treatment period and remained at this level through the end of the school year. Positive and negative factors influencing the effectiveness of the independent group contingency approach are reviewed. A second aspect of this paper is to discuss teacher‐related variables that can influence the success of a management program developed by a psychological consultant.