Randomized interdependent group contingencies: Group reinforcement with a twist
This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second-grade classroom in a rural southeastern school district. Specifically, using a multiphase time-series design (i.e., A-B-A-C-B-C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R-ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R-ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations. (C) 2000 John Wiley & Sons, Inc.
PSYCHOLOGY IN THE SCHOOLS
(2000). Randomized interdependent group contingencies: Group reinforcement with a twist. PSYCHOLOGY IN THE SCHOOLS, 37(6), 523-533.
Available at: http://aquila.usm.edu/fac_pubs/4071