By:Jennifer Mays

OverviewDefinitionTypes

Discussion of Pros and ConsCompare & ContrastImplementationOutcomesExamplesConclusion

Before we begin…I will need assistance from a volunteer in the

class, any takers?

As an added bonus…I will implement group contingencies within the

class today.I will explain what they are at the end of the

presentation.Goals:

The special volunteer has to participate in the lecture at least two times. Asking questions, making comments, etc.

Each individual in the class must participate once.Does anyone have any questions before I begin?

DefinitionA group contingency is one in which a

common consequence (usually a reward) is contingent upon the behavior of:One person within the groupA part of the larger groupOr each member of the group meeting a

performance criterion

Litow & Pumroy, 1975

TypesDependent

Independent

Interdependent

Dependent Group ContingencyThe reward for the whole group is dependent

upon an individual or small group

Least preferred typeHero Procedure

Cooper, et. al 2007

Dependent Group ContingencyPros:

No student is penalized for the behavior of anyone else

Each student has access to rewards under exactly the same terms

Effective for students who respond well to peer attention

Con:Negative social attention is a possible outcome

Maag 2001; Smith et. al 2006

Independent Group ContingencyIndividuals within the group are reinforced

for individual achievement toward a goalThe same rules apply to everyone, but only

those who meet the criterion receive the reinforcer

Very commonly usedEx. Token Economy

Smith, et. al 2006

Independent Group ContingencyPros:

Can be combined with a token economy to increase effectiveness

Increases student’s responsibility for their own actions

Cons:Does not take into account individual

differences

Interdependent Group ContingencyAll members of a group must meet the

criterion of the contingency (individually and as a group) before any member earns the reward.

Most frequently used

Examples:Good Behavior GameGood Student Game

Cooper, et. al 2007

Interdependent Group ContingencyPro:

Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices

Cons:Scapegoating may occurOne student may sabotage earning the reward

for the whole group

Maag 2001

Compare & ContrastDependent is the best method if the goal is to

improve the behavior of individual or small groups of individualsResponding well to peer attention

Independent is the best method if the goal is to differentially reinforcement behaviorMultiple goals for individuals

Cooper et. al 2006

Compare & Contrast (cont.)Interdependent is the best method if the goal

is to increase individual accountability within a groupEasily implemented by teacher

How To ImplementChoose an effective rewardDetermine the behavior to change and any

collateral behaviors that might be affectedSet appropriate performance criterion

It is important that the goals are clearly identifiedCombine with other procedures when

appropriateSelect the most appropriate group contingencyMonitor individual and group performance

Effective ImplementationAccording to the research literature:

Individual AccountabilityPeer FeedbackSelf-monitoringCombination of strategies

O'Donnel et. al 2009; Stage & Quiroz, 1997

Academic OutcomesState/national goals for education

recommend the use of cooperative learningCooperative learning is more successful than

individual learningMore positive relationships with peersExhibit greater social competenceRetain information longerShow higher levels of reasoning, critical

thinking, and metacognition

O'Donnell et. al 2009

Behavioral OutcomesIncreases the efficiency of classroom

management for teachersAbility of teachers to enhance motivationInvolvement of peers increase of positive

classroom behaviors

ExampleMr. Swanson’s class has a specific set of

rules for appropriate classroom behavior posted on the door. When students follows these rules, they are each awarded 3 tokens which can be used toward buying individual rewards or privileges such as 5 extra minutes of computer time.

What type of group contingency is this?

AnswerINDEPENDENT!

ExampleMrs. Griffin has divided her classroom

reading groups into the Red Birds, Blue Birds, and Yellow Birds. She told the class that if the Yellow Birds finished their book and the assigned questions by Friday, the entire class will get 15 minutes of extra recess time.

Which type of group contingency is this?

AnswerDEPENDENT!

ExampleEach student in Mr. Brown’s class is

responsible for earning ‘good behavior’ tokens. If each student has earned at least 50 tokens by the end of the school year, the entire class will get a pizza party.

Which type of group contingency is this?

AnswerINTERDEPENDENT!

For Our Group Contingencies…Independent

Based on each individual’s performanceDependent

Based on the special volunteer’s participationInterdependent

Everyone in the class receives the reward if each individual met the criterion

Now You Know….What they areHow to use themWhen to use themImplement one TODAY!

References Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis.

Upper Saddle Creek River, NJ: Pearson Education, Inc.

Maag, J.W. (2001a) Powerful struggles: Managing resistance, building rapport. Longmont, CO: Sopris West.

  Maag, J.W. (2001b). Rewarded by punishment: Reflections on the disuse of

positive reinforcement in schools. Exceptional Children, 67 (2), 173-86.

Murphy, K.A., Theodore, L.A., Aloiso, D., Alric-Edwards, J.M., Hughes, T.M. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44 (1) 53-63.

O’Donnell, A.M., Reeve, J., Smith, J.K. (2009). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons, Inc.

Smith, T.E.C., Polloway, E. A., Patton, J.R., & Dowdy, C.A. (2006). Teaching students with special needs. Boston, MA: Pearson Education, Inc.