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Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities
Author(s) -
Williamson Brenda D.,
CampbellWhatley Gloria D.,
Lo Yayu
Publication year - 2009
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/pits.20445
Subject(s) - psychology , contingency , contingency management , task (project management) , intervention (counseling) , developmental psychology , resource (disambiguation) , social psychology , computer network , philosophy , linguistics , management , economics , psychiatry , computer science
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.