Date of Award

5-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Zachary LaBrot

Committee Chair School

Psychology

Committee Member 2

Emily DeFouw

Committee Member 2 School

Psychology

Committee Member 3

Tyler Smith

Committee Member 4

Brad Dufrene

Committee Member 4 School

Psychology

Abstract

To date, a quantitative synthesis of the existing group contingency literature has not been conducted for early childhood education settings. Further evaluation of behavioral interventions aligned with Program-Wide Positive Behavior Interventions and Supports is needed to increase understanding of effective interventions aligned with each tier of support. By doing so, practitioners and educators may more effectively prevent and intervene on challenging behaviors, thus decreasing immediate and long-term adverse outcomes for young children. To determine the effectiveness of group contingencies in early childhood education settings, a meta-analysis was conducted. A systematic literature review was conducted, including gray literature (i.e., unpublished theses and dissertations). Ultimately, 20 studies were included that underwent coding and data extraction. The findings of the current study found that group contingencies were effective in early childhood education settings overall. Additionally, interdependent group contingencies were significantly more effective than independent group contingencies at increasing target behaviors (e.g., engagement, on-task behavior). However, the independent group contingency did not significantly affect behaviors targeted for decrease (e.g., challenging behavior, off-task behavior).  Limitations include exclusion of alternating treatment designs and small sample sizes. Practical implications and recommendations for future inquiry are reviewed.

ORCID ID

https://orcid.org/0009-0001-5462-5845

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