Procedural variations in group contingencies: effects on children's academic and social behaviors.
There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different "responder" criteria (e.g., reward based on the group average, reward based on the work of a designated, low-achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low-achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed.
D000124:Achievement; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D005260:Female; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D007859:Learning Disabilities / Q000628:therapy*; D008297:Male; D012055:Reinforcement Schedule; D012919:Social Behavior; D014040:Token Economy