Randomized Interdependent Group Contingencies: Group Reinforcement With a Twist

Authors

Kimberly Kelshaw-Levering, University of Southern Mississippi
Heather E. Sterling-Turner, University of Southern MississippiFollow
Jennifer R. Henry, University of Southern Mississippi
Christopher H. Skinner, Mississippi State University

Document Type

Article

Publication Date

11-1-2000

Department

Psychology

Abstract

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.

Publication Title

Psychology in the Schools

Volume

37

Issue

6

First Page

523

Last Page

533

Recommended Citation

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(6), 523-533.
Available at: https://aquila.usm.edu/fac_pubs/4071