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Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies
Author(s) -
Pappas Danielle N.,
Skinner Christopher H.,
Skinner Amy L.
Publication year - 2010
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.20512
Subject(s) - psychology , interdependence , reading comprehension , contingency , comprehension , contingency management , mathematics education , multiple baseline design , significant difference , test (biology) , intervention (counseling) , reading (process) , developmental psychology , computer science , statistics , mathematics , paleontology , linguistics , philosophy , psychiatry , political science , law , biology , programming language
An across‐groups (classrooms), multiple‐baseline design was used to investigate the effects of an interdependent group‐oriented contingency on the Accelerated Reader (AR) performance of fourth‐grade students. A total of 32 students in three classes participated. Before the study began, an independent group‐oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group‐oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. © 2010 Wiley Periodicals, Inc.