Using interdependent group-oriented reinforcement to enhance academic performance in general education classrooms

School Psychology Review

Volumn 33, Issue 3, 2004, Pages 384-397

  Skinner, Christopher H ^a,b   Williams, Robert L ^a,c   Neddenriep, Christine E ^a  

^a UNIVERSITY OF TENNESSEE   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

^c Educ Psychology and Counseling ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7544244533     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (62)

1. Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.
2. Ames, C., & Ames, R. (1978). The thrill of victory and the agony of defeat: Children's self and interpersonal evaluations in competitive and noncompetitive learning environments. Journal of Research and Development in Education, 12(1), 79-87.
3. Berliner, D. C. (1984). The half-full glass: A review of research on teaching. In P. L. Hosford (Ed.), Using what we know about teaching (pp. 51-85). Alexandria, VA: Association for Supervision and Curriculum Development.
4. Billington, E. J., & Ditommaso, N. M. (2003). Demonstrations and applications of the matching law in education. Journal of Behavioral Education, 12, 91-104.
5. Billington, E. J., & Skinner, C. H. (2002). Getting students to choose to do more work: Evidence of the effectiveness of the interspersal procedure. Journal of Behavioral Education, 11, 105-116.
6. Campbell, S., & Skinner, C. H. (in press). Combining explicit timing with interdependent group contingency program to decrease transition times: An investigation of the Timely Transitions Game. Journal of Applied School Psychology.
7. Cashwell, C. S., Skinner, C. H., Dunn, M., & Lewis, J. (1998). Group reward programs: A humanistic ap proach. Humanistic Education and Development, 37, 47-53.
8. Gates, G. L., & Skinner, C. H. (2000). Getting remedial mathematics students to prefer homework with 40% more problems? An investigation of the strength of the interspersal procedure. Psychology in the Schools, 37, 339-347.
9. Chance, P. (1992, November). The rewards of learning. Phi Delta Kappan, 200-207.
10. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
11. Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
12. Drew, B. M., Evans, J. H., Bostow, D. E., Geiger, O. G., & Drash, P. W. (1982). Increasing assignment completion and accuracy using a daily report card procedure. Psychology in the Schools, 19, 540-547.
13. Eisenberger, R., Pierce, W. D., & Cameron, 3. (1999). Effect of reward on intrinsic motivation-negative, neutral, and positive: Comment on Deci, Koestner, and Ryan (1999). Psychological Bulletin, 125, 677-691.
14. Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement. Acton, MA: Copley Publishing Group.
15. Freeland, J. T., & Noell, G. H. (1999). Maintaining accurate math response in elementary students: The effects of delayed and intermittent reinforcement and programming common stimuli. Journal of Applied Behavior Analysis, 32, 211-215.
16. Freeland, J. T., & Noell, G. H. (2002). Programming for maintenance: An investigation of delayed and intermittent reinforcement and common stimuli to create indiscriminable contingencies. Journal of Behavioral Education, 11, 5-18.
17. Green, D. R., & Stalling, R. B. (1983, August). Overjustification: Constraint, contrast, or competence? Paper presented at the meeting of the American Psychological Association, Anaheim, CA.
18. Greenwood, C. R., Delquadri, J. C., & Carta, J. J. (1997). Together we can! Classwide peer tutoring to improve basic academic skills. Longmont, CO: Sopris West.
19. Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. Heward, T. Heron, J. Trap-Porter, & D. Hill (Eds.), Focus on behavior analysis in education (pp. 58-88). Columbus, OH: Charles E. Merrill.
20. Gresham, F. M., & Gresham, G. N. (1982). Interdependent, dependent, and independent group contingencies for controlling disruptive behavior. Journal of Special Education, 16, 101-110.
21. Herrnstein, R. J. (1961). Relative and absolute strength of response as a function of frequency of reinforcement. Journal of the Experimental Analysis of Behavior, 4, 267-272.
22. Kagan, S. (1985). Dimensions of cooperative classroom structures. In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 67-96). New York: Plenum Press.
23. Kazdin, A. E. (1978). History of behavior modification: Experimental foundations of contemporary research. Baltimore: University Park Press.
24. th ed). Belmont, CA: Wadsworth/Thomson Learning.
25. Kelley, M. L., & McCain, A. P. (1995). Promoting academic performance in inattentive children: The relative efficacy of school-home notes with and without response cost. Behavior Modification, 19, 357-375.
26. Kohn, A. (1993). Punished by rewards. Boston: Houghton Miffin.
27. Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33, 34-48.
28. Litow, L., & Pumroy, D. K. (1975). A brief review of classroom group-oriented contingencies. Journal of Applied Behavior Analysis, 8, 341-347.
29. Mace, F. C., McCurdy, B., & Quigley, E. A. (1990). The collateral effect of reward predicted by matching theory. Journal of Applied Behavior Analysis, 23, 197-205.
30. Martens, B. K., Halperin, S., Rummel, I. E., & Kilpatrick, D. (1990). Matching theory applied to contingent teacher attention. Behavioral Assessment, 12, 139-155.
31. Martens, B. K., & Houk, J. L. (1989). The application of Herrnstein's law of effect to disruptive and on-task behavior of a retarded adolescent girl. Journal of Applied Behavior Analysis, 51, 17-27.
32. Martens, B. K., Lochner, D. G., & Kelly, S. Q. (1992). The effects of variable-interval reinforcement on academic engagement: A demonstration of matching theory. Journal of Applied Behavior Analysis, 25, 143-151.
33. Maydosz, A. S. (1998). Rewards are a rat trap. Montessori Life, 10, 27-29.
34. McGinnis, J. C., Friman, P. C., & Carlyon, W. D. (1999). The effect of token awards on "intrinsic" motivation for doing math. Journal of Applied Behavior Analysis, 32, 375-379.
35. Moore, L. A., Waguespack, A. M., Wickstrom, K. F., Witt, J. C., & Gaydos, G. R. (1994). Mystery motivator. An effective and time efficient intervention. School Psychology Review, 23, 106-118.
36. Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Journal of Applied Behavior Analysis, 17, 367-380.
37. Neef, N. A., Mace, F. C., & Shade, D. (1993). Impulsivity in students with serious emotional disturbance: The interactive effects of reinforcer rate, delay, and quality. Journal of Applied Behavior Analysis, 26, 37-52.
38. Neef, N. A., Mace, F. C., Shea, M. C., & Shade, D. (1992). Effects of reinforcer rate and reinforcer quality on time allocation: Extensions of matching theory to educational settings. Journal of Applied Behavior Analysis, 25, 691-699.
39. Neef, N. A., Shade, D., & Miller, M. S. (1994). Assessing influential dimensions of reinforcers on choice in students with serious emotional disturbance. Journal of Applied BehaviorAnalysis, 27, 575-583.
40. O'Leary, K. D., Poulos, R. W., & Devine, V. T. (1972). Tangible reinforcers: Bonuses or bribes. Journal of Consulting and Clinical Psychology, 38, 1-8.
41. Oliver, R. (2004). Differential effects of performance contingent, completion contingent, and no reward conditions on math performance, voluntary task participa tion, and self-reported interest in, math. Unpublished doctoral dissertation, The University of Tennessee, Knoxville.
42. Pavchinski, P., Evans, J. H., & Bostow, E. E. (1989). Increasing word recognition and math ability in severely learning-disabled students with token reinforcers. Psychology in the Schools, 26, 397-411.
43. Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review, 32, 271-284.
44. Romeo, F. F. (1998). The negative effects of using a group contingency system of classroom management. Journal of Instructional Psychology, 25, 130-134.
45. nd ed.). New York: Guilford Press.
46. Sharp, S., & Skinner, C. H. (in press). Using interdependent group contingencies with randomly selected criteria and paired reading to enhance class-wide reading performance. Journal of Applied School Psychology.
47. Skinner, C. H. (2003, November). Practical applications of behavior management. Paper presented at the Convention of the Tennessee Association of School Psychologists, Knoxville, TN.
48. Skinner, C. H. (2004). Academic engagement. In A. Canter (Ed.), Helping children at home and school-II: Handouts from your school psychologist (pp. 53-1-53-4). Bethesda, MD: National Association of School Psychologists.
49. Skinner, C. H., Cashwell, C., & Dunn, M. (19%). Independent and interdependent group contingencies: Smoothing the rough waters. Special Services in the Schools, 12, 61-78.
50. Skinner, C. H., Cashwell, T. H., & Skinner, A. L. (2000). Increasing tootling: The effects of a peer monitored interdependent group contingency program on students' reports of peers' prosocial behaviors. Psychology in the Schools, 37, 263-270.
51. Skinner, C. H., Fletcher, P. A., & Hennington, C. (1996). Increasing learning trial rates by increasing student response rates. School Psychology Quarterly, 11, 313-325.
52. Skinner, C. H., Skinner, A. L., & Armstrong, K. (2000). Shaping leisure reading persistence in a client with chronic schizophrenia. Psychiatric Rehabilitation Journal, 24, 52-57.
53. Skinner, C. H., Skinner, C. F., Skinner, A. L., & Cashwell, T. C. (1999). Using interdependent contingencies with groups of students: Why the principal kissed a pig at assembly. Educational Administration Quarterly, 35, 806-820.
54. Skinner, C. H., Wallace, M. A., & Neddenriep, C. E. (2002). Academic remediation: Educational application of research on assignment preference and choice. Child and Family Behavior Therapy, 24, 51-65.
55. Slavin, R. E. (1991). Cooperative learning and group contingencies. Journal of Behavioral Education, 1, 105-116.
56. Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive behavior in public education settings. School Psychology Review, 26, 333-368.
57. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 9, 349-367.
58. Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.
59. Truchlicka, M., McLaughlin, T. F., & Swain, J. C. (1998). Effects of token reinforcement and response cost on the accuracy of spelling performance with middle-school special education students with behavior disorders. Behavioral Interventions, 13, 1-10.
60. Turco, T. L., & Elliott, S. N. (1990). Acceptability and effectiveness of group contingencies for improving spelling achievement. Journal of School Psychology, 28, 27-37.
61. Weiner, R. K., Sheridan, S. M., & Jenson, W. R. (1998). The effects of conjoint behavioral consultation and a structured homework program on math completion and accuracy in junior high students. School Psychology Quarterly, 13, 281-309.
62. Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (in press). Decreasing transition times in a second grade classroom: Experimental support for the Timely Transitions Game. Journal of Applied School Psychology.