title: Programming a randomized dependent group contingency and common stimuli to promote durable behavior change.
abstract: Low levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn.
authors.affiliation: University of Oregon.
authors.forename: Tom
authors.initials: T
authors.lastname: Cariveau
authors.affiliation: University of Wisconsin-Milwaukee.
authors.forename: Tiffany
authors.initials: T
authors.lastname: Kodak
mesh_terms: D000124:Achievement; D001288:Attention / Q000502:physiology*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000628:therapy*; D008297:Male; D011932:Reading; D012054:Reinforcement, Psychology; D013663:Teaching; D014956:Writing
keywords: academic engagement; dependent group contingency; generalization; maintenance; randomized group contingencies