Interdependent Group Contingencies

Interdependent group contingencies involve a common consequence based on the behavior of all members of the group, as groups may have to meet a behavioral criterion together or all group members must meet a criterion to access a consequence. Interventions such as the Good Behavior Game, Peer Reporting Interventions, and mystery motivators are examples of interdependent group contingencies that utilize peer influence to improve appropriate behaviors in classrooms. This chapter discusses implementation issues with group contingencies, including target behavior selection, classroom training, addressing group sabotage, and managing contingencies. This chapter also discusses considerations of diversity and equity within interdependent group contingencies.

Staying Quiet or Speaking Out: Does Peer Reporting Depend on the Type of Counterproductive Work Behavior Witnessed?

Peer reporting, which occurs when employees report the occurrence of coworkers’ counterproductive work behavior (CWB) to organizational authorities, may help management detect CWBs that would otherwise be overlooked. We examined whether peer reporting depends on two CWB characteristics identified by Robinson and Bennett [(1995) A typology of deviant workplace behaviors: A multidimensional scaling study. Academy of Management Journal, 38, 555–572]: (a) the target of the CWB and (b) the severity of the CWB. Specifically, we hypothesized that witnesses are more likely to report CWBs targeting individuals than CWBs targeting the organization and that they are more likely to report serious CWBs than minor CWBs. Using a diversely employed sample ( N participants = 139; N observations = 3451), we found support for the hypothesized effects of CWB severity, but not for the hypothesized effects of CWB target.

Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.