Independent and Dependent Group Contingencies

2021 ◽  
pp. 263-274
Author(s):  
Tom Cariveau
Keyword(s):  
Small Group ◽  
Effective Intervention ◽  
Entire Group ◽  
Individual Student ◽  
Group Contingency ◽  
Independent Group ◽  
Group Contingencies ◽  
Educational Settings

Group contingencies include the arrangement of a common consequence for responding by members of a group. Independent group contingencies involve a common consequence being delivered to an individual student based on her performance. Dependent group contingencies involve the consequence being delivered to the entire group based on the performance of an individual or small group of students. Numerous variables may be altered in a group contingency and arranging an effective intervention requires planful incorporation of each. This chapter reviews the components of independent and dependent group contingencies and considerations when designing and implementing group contingencies in educational settings.

A Systematic Review of Dependent Group Contingencies (1970–2019)

2021 ◽  
pp. 109830072110545
Author(s):  
Scott V. Page ◽  
Dylan M. Zimmerman ◽  
Sarah E. Pinkelman
Keyword(s):  
Experimental Studies ◽  
Research Literature ◽  
Future Research ◽  
Entire Group ◽  
Group Contingency ◽  
Electronic Database ◽  
Group Contingencies ◽  
Literature Reviews ◽  
Prior Literature ◽  
Academic Search

Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively examine dependent group contingencies or the varied conditions under which this intervention has been implemented. The purpose of this review was to classify the settings, populations, outcome measures, intervention components, and procedural parameters of dependent group contingencies across the research literature. We completed electronic database searches between 1970 and 2019 for experimental studies in APA PsycINFO, ERIC, CINAHL, CINHAL Complete, Psychology and Behavioral Sciences Collection, Education Source, Academic Search Ultimate, and ProQuest and ancestral searches for the exact terms “dependent group contingenc*” OR “dependent group-oriented contingenc*” in the title, abstract, or author-defined keywords. The results of our review are summarized and discussed in terms of directions for future research and implications for practice.

Development of an Instrument to Assess Individual Student Performance in Small Group Tutorials

2004 ◽  
Vol 43 (10) ◽  
pp. 447-455 ◽  
Author(s):  
Michael G. Ladouceur ◽  
Elizabeth M. Rideout ◽  
Margaret E.A. Black ◽  
Dauna L. Crooks ◽  
Linda M. O'Mara ◽  
...  
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Individual Student

Tootling With a Randomized Independent Group Contingency to Improve High School Classwide Behavior

2018 ◽  
Vol 21 (2) ◽  
pp. 93-105 ◽  
Author(s):  
John D. K. Lum ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene ◽  
D. Joe Olmi ◽  
...  
Keyword(s):  
High School ◽  
General Education ◽  
Behavior Intervention ◽  
Group Contingency ◽  
Independent Group ◽  
Positive Behavior Intervention ◽  
High School Classrooms ◽  
Class Period ◽  
Withdrawal Design ◽  
Independent Group Contingency

The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students’ classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and placed them into a marked container. A randomized independent group contingency was used to reward students. At the end of the class period, teachers randomly drew three of the submitted tootles and rewarded students about whom the tootles were written. Teachers also randomly drew the names of two students who submitted a tootle and rewarded them as well. All three classrooms displayed decreases in classwide disruptive behavior and increases in academically engaged behavior during intervention phases. Effect size calculations for both disruptive and academically engaged behavior indicated very large overall effects. The results of this study suggest that a modified tootling procedure utilizing a randomized independent group contingency can be an effective intervention for teachers to improve the classwide behavior of students in high school classrooms. Teachers found the intervention at least moderately socially valid and students rated it highly acceptable.

scholarly journals Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail

2022 ◽  
pp. 000494412110618
Author(s):  
Mark Dowley ◽  
Suzanne Rice
Keyword(s):  
Secondary Schools ◽  
Small Group ◽  
Emotional Responses ◽  
Individual Student ◽  
Policy Tool ◽  
National Testing ◽  
Low Levels ◽  
The Individual ◽  
Student Motivations ◽  
The Devil

National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.

scholarly journals A Student-Centred Writing Curriculum

1986 ◽  
Vol 3 ◽  
pp. 255
Author(s):  
Deborah Gibson
Keyword(s):  
Small Group ◽  
Individual Student ◽  
Writing Curriculum ◽  
Writing Class ◽  
Whole Class

This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.

A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

2017 ◽  
Vol 38 (6) ◽  
pp. 353-370 ◽  
Author(s):  
Daniel M. Maggin ◽  
James E. Pustejovsky ◽  
Austin H. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systematic Reviews ◽  
Challenging Behavior ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Group Contingency ◽  
Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

Interdependent Group Contingency to Promote Physical Activity in Children

2016 ◽  
Vol 32 (2) ◽  
pp. 144-161 ◽  
Author(s):  
Catherine Foote ◽  
Melissa A. Bray ◽  
Thomas J. Kehle ◽  
Jaci L. VanHeest ◽  
Nicholas W. Gelbar ◽  
...  
Keyword(s):  
Physical Activity ◽  
Total Duration ◽  
The United States ◽  
Group Contingency ◽  
Activity Levels ◽  
Group Contingencies ◽  
Baseline Design ◽  
Number Of Children ◽  
Interdependent Group Contingency ◽  
School Day

As the number of children affected by obesity increases in the United States, it is necessary to intervene with preventive and intervention techniques that will enact change. Because children spend a significant amount of their time in school, it is of particular interest to target strategies during the school day. Given the recommendations for the total duration and intensity of physical activity children should participate in, recess period is a means of acquiring a portion of this daily recommendation. Contingent reinforcement is a technique that is consistently used in schools to promote behavior change. One of these techniques, group contingencies, has repeatedly been shown to increase desired behavior and decrease inappropriate behavior in schools. In the present study, a multiple baseline design was utilized to investigate the use of interdependent group contingencies in physical activity performance during recess, as measured by pedometers, with one class from each of the third, fourth, and fifth grades at an elementary school. Some of the variability existed in gender- and body mass index-specific (BMI) subgroups, in regard to the effectiveness of the intervention and continued maintenance of increased physical activity levels, following the removal of the intervention. However, the overall results support the use of an interdependent group contingency intervention to increase the amount of physical activity students engaged in during recess.

Teachers Bullied by Students: Forms of Bullying and Perpetrator Characteristics

2012 ◽  
Vol 27 (3) ◽  
pp. 396-413 ◽  
Author(s):  
Teemu Kauppi ◽  
Maili Pörhölä
Keyword(s):  
Secondary School ◽  
Small Group ◽  
Peer Relationships ◽  
Secondary School Teachers ◽  
Internet Survey ◽  
Male Students ◽  
Individual Student ◽  
Lower Secondary School ◽  
School Teachers

The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined.The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers’ assessment, the majority of the students who bullied them also bullied their fellow students.

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