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Randomized interdependent group contingencies: Group reinforcement with a twist
Author(s) -
KelshawLevering Kimberly,
SterlingTurner Heather E.,
Henry Jennifer R.,
Skinner Christopher H.
Publication year - 2000
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(200011)37:6<523::aid-pits5>3.0.co;2-w
Subject(s) - psychology , contingency management , interdependence , reinforcement , contingency , psychological intervention , randomized controlled trial , intervention (counseling) , group (periodic table) , phase (matter) , social psychology , developmental psychology , medicine , psychiatry , linguistics , philosophy , chemistry , surgery , organic chemistry , political science , law
This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second‐grade classroom in a rural southeastern school district. Specifically, using a multiphase time‐series design (i.e., A‐B‐A‐C‐B‐C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R‐ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R‐ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations. © 2000 John Wiley & Sons, Inc.