Effect of Group Contingency Type on Walking: Comparisons of Effectiveness and Cost Efficiency

Group contingency (GC) is an effective and cost-efficient strategy that can be successfully applied to technology-based interventions. This study examined the relative effectiveness and cost efficiency of three types of technology-based group contingencies on walking among adults. Seventy two students were divided into teams of three. Each team was randomly assigned to one of three GC conditions (independent, interdependent, or dependent) and underwent 66 days of technology-based group contingency intervention. Sixty five participants completed the intervention and 61 completed the follow-up assessment 2 months later. Step counts and self-reported walking activity increased after the intervention under all three conditions. The proportion of participants that met the target step counts was significantly higher under the dependent group contingency condition. However, 2 months later, intervention effects were not maintained under any condition. For cost efficiency, the increase in step count per point was significantly higher under the interdependent group contingency condition. Group cohesion and social validity (point satisfaction and point utility) were significantly higher under the dependent group contingency condition. Finally, the clinical implications and limitations of this study are discussed.

Good Behavior Game: History and Modern Trends. Part 2

The Good Behavior Game is a procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. The issues regarding maintenance and generalization of the changes, produced by the Game, including possible support tactics and generalization tactics are discussed in present paper. The cross-cultural aspects of the application of the procedure are also described, as well as the information about what kind of reaction the application of the procedure evokes in teachers and what changes occur in their behavior. Some possible modifications of the procedure are presented, among which are the Caught Being Good Game, the Good Inclusion Game and the Good Student Game.

Good Behavior Game: History and Modern Trends

The Good Behavior Game is a behavioral procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. Since the middle of 60s years of XX century the Game is used in primary school and preschool groups, as well as in the secondary and high school, in different cultural contexts and in the context of inclusive education also. In presented paper the following points are reflected: the history of the development of the procedure, typical options for conducting, possible categories of participants, types of the aimed behavior, studies of the effectiveness of the Game usage and the factors influencing it. The paper includes step-by-step description of the one of the possible ways of conducting the procedure. Special attention is paid to the issue of using the Game in groups, which include students with autism. The existing precedents are analyzed. The theoretical perspectives for conducting the Game in such conditions are discussed including methodological base and the match between the procedure and cognitive features, which are often found in people with ASD.

Improving Reciprocal Conversation and Social Preference of Children With Autism

Individuals with autism spectrum disorders (ASD) often have difficulties initiating and maintaining reciprocal conversations with others. In this study, we examined if an interdependent group contingency would improve reciprocal conversation of children with ASD when they were paired as conversational partners. We also assessed children’s social preference through their choices between spending time with their peers or by themselves. In a multiple-baseline design, we found that the group contingency immediately produced independent reciprocal conversational responses, sustained conversational exchanges, and increased preference for peers across all participants. Improvements were further maintained even after the group contingency was removed and novel peers were introduced.

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.