Using a random dependent group contingency to increase on-task behaviors of high school students with high incidence disabilities

Psychology in the Schools

Volumn 46, Issue 10, 2009, Pages 1074-1083

  Williamson, Brenda D ^a   Campbell Whatley, Gloria D ^b   Lo, Ya Yu ^b  

^a Independence High School   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 76749151083     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20445     Document Type: Article

References (28)

1. Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Prentice Hall.
2. Carroll, E., Williams, R. L., & Hautau, B. (2006). Cooperative learning contingencies: Unrelated versus related individual and group contingencies. Journal of Behavioral Education, 15, 191 - 202.
3. Christ, T. J., & Christ, J. A. (2006). Application of an interdependent group contingency mediated by an automated feedback device: An intervention across three high school classrooms. School Psychology Review, 35, 78 - 90.
4. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
5. Davies, S., & White, R. (2000). Self-management and peer-monitoring within a group contingency to decrease uncontrolled verbalizations of children with attention deficit hyperactivity disorder. Psychology in the Schools, 37, 135 - 147.
6. Davis, P. K.,&Blankenship, C. J. (1996).Group-oriented contingencies:Applications for community rehabilitation programs. Vocational Evaluation and Work Adjustment Bulletin, 29, 114 - 118.
7. Fabiano, G. A., & Pell, W. E., Jr. (2003). Improving the effectiveness of behavioral classroom interventions for attention deficit-hyperactivity disorder: A case study. Journal of Emotional and Behavioral Disorders, 11, 122 - 128.
8. Flood,W. A., &Wilder, D. A. (2002). Antecedent assessment and assessment-based treatment of off-task behavior in a child diagnosed with attention-deficit hyperactivity disorder (ADHD). Education & Treatment of Children, 29, 331 - 338.
9. Gresham, F. M., & Gresham, G. N. (1982). Interdependent, dependent, and independent group contingencies for controlling disruptive behavior. The Journal of Special Education, 16, 102 - 110.
10. Hansen, S. D., & Lignugaris/Kraft, B. (2005). Effects of a dependent group contingency on the verbal interactions of middle school students with emotional disturbance. Behavior Disorders, 30, 170 - 184.
11. Heering, P.W., &Wilder, D. A. (2006). The use of dependent group contingencies to increase on-task behavior in two general education classrooms. Education & Treatment of Children, 29, 459 - 468.
12. Heward, W. L. (2007). Promoting the generality of behavior change. In J. O. Cooper, T. E. Heron, & W. L. Heward, Applied behavior analysis (2nd ed., pp. 22 - 24). Upper Saddle River, NJ: Merrill/Prentice Hall.
13. Jones, M., Boon, R. T., Fore, C., III, & Bender, W. N. (2008). " Our Mystery Hero!" : A group contingency intervention for reducing verbally disrespectful behaviors. Learning Disabilities: A Multidisciplinary Journal, 15(2), 61 - 69.
14. Kelshaw-Levering, K., Sterling-Turner, H. E., Henry, J. R., & Skinner, C. H. (2000). Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools, 37, 523 - 533.
15. Kern, L.,&Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65 - 75.
16. Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. J. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39, 181 - 190.
17. Lohrmann, S., & Talerico, J. (2004). Anchor the boat: A classwide intervention to reduce problem behavior. Journal of Positive Behavior Interventions, 6, 113 - 120.
18. McCurdy, B. L., Lannie, A. L., & Barnabas, E. (2009). Reducing disruptive behavior in an urban school cafeteria: An extension of the good behavior game. Journal of School Psychology, 47(1), 39 - 54.
19. Murphy, K. A., Theodore, L. A., Aloiso, D., Alric-Edwards, J. M., & Hughes, T. L. (2006). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44, 53 - 63.
20. Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group with randomly selected components. School Psychology Review, 32, 282 - 295.
21. Skinner, C. H., Cashwell, C. S., & Dunn, M. (1996). Independent and interdependent group contingencies: Smoothing the rough waters. Special Services in the Schools, 12, 61 - 78.
22. Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 339 - 368.
23. Theodore, L. A., Bray,M. A., & Kehle, T. J. (2004). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior. School Psychology Quarterly, 19, 253 - 271.
24. Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. J. (2004). Contemporary review of group-oriented contingencies for disruptive behavior. Journal of Applied School Psychology, 20(1), 79 - 101.
25. Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Randomization of group contingencies and reinforcers to reduce classroom disruptive behavior. Journal of School Psychology, 39, 267 - 277.
26. Vidoni, C., & Ward, P. (2006). Effects of a dependent group-oriented contingency on middle school physical education students' fair play behaviors. Journal of Behavioral Education, 15, 81 - 92.
27. Vile, R., DuPaul, G., Jitendra, A., Volpe, R., & Cleary, K. (2006). Classroom observations of students with and without ADHA: Differences across types of engagement. Journal of School Psychology, 44, 87 - 104.
28. Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game. Journal of Applied School Psychology, 20(2), 85 - 108.