Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Hartman, Kelsey; Gresham, Frank
• Is Part Of: Journal of applied school psychology. Volume 32:Issue 1(2016)
• Page Start: 1
• Page End: 23
• Publication Date: 2016-01-02
• Subjects: group contingencies -- Good Behavior Game -- disruptive behavior; Educational psychology -- Periodicals; Education, Special -- Periodicals; 370.15
• DOI: 10.1080/15377903.2015.1056922
• Languages: English
• ISSNs: 1537-7903

Abstract

ABSTRACT: Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group contingency to decrease rates of disruptive behavior. Previous research comparing the effects of the different group contingencies has been inconclusive, inconsistent, and unable to rule out sequence carryover effects. This study employed an alternating treatments design across three elementary classrooms to compare the effectiveness of interdependent and dependent group contingencies in decreasing rates of disruptive behavior. Results showed that the Good Behavior Game was effective overall in reducing rates of disruptive behavior and teachers found the intervention to be acceptable and effective. Additionally, improvements in teachers' global ratings of students' social skills and academic behaviors were associated with the intervention. Both interdependent and dependent group contingencies reduce disruptive classroom behavior but their use by educators may depend upon preference, goals for behavior change, student characteristics, and practical considerations.