The effects of a group contingency on group and individual behavior in an urban first-grade classroom

Abstract

The current study examined the effects of a class-wide group contingency on the on-task behavior of a first-grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening. The classroom teacher used a systematic instruction model (i.e., direct instruction, model, and role-play) to teach three behavioral skills: (a) gaining the teacher's attention appropriately, (b) following directions, and (c) ignoring inappropriate peer behavior. These skills were reinforced through an interdependent group contingency in a class-wide game. The effects of the intervention on target student and class behavior were evaluated in a reversal design. Results showed the group contingency was effective in increasing the on-task behavior of the class and target students. A reduction in disruptive behavior was also seen for each target student during intervention. Students and teacher reported a high degree of satisfaction with the intervention.