Culminating Project Title
Date of Award
Culminating Project Type
Applied Behavior Analysis: M.S.
Community Psychology, Counseling and Family Therapy
School of Health and Human Services
Dr. Kimberly Schulze
Dr. Eric Rudrud
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
group contingencies, interdependent group contingencies, autism spectrum disorder, independent group contingency, classroom, behavioral problems
Inclusion of students with disabilities in regular classrooms has raised wide interest from educators (National Center for Learning Disabilities, 2014). Researchers have studied different contingency systems so that students with disabilities and students that engage in high rates of disruptive behaviors succeed in regular classrooms (Barrish, Saunders, & Wolf, 1969; Donaldson, Vollmer, Krous, Downs, & Berard, 2011; Greenwood, Hops, Delquadri, & Guild, 1974). Of the reinforcement contingencies, group reinforcement contingencies are more commonly used mainly due to their economic feasibility and practicality, and utilization of the peer group to control and enhance classroom behavior (Litoe & Pumroy, 1975). The present study aimed to study the effectiveness of independent and interdependent group contingencies on students’ worksheet responses in a classroom. The present study found that students with ASD (Autism Spectrum Disorder) maintained similarly high worksheet responses across both academic subjects and types of group contingencies. The group contingencies appeared to be equally effective. However, more students preferred the interdependent group contingency for all sessions during the choice conditions for both academic subjects.
Lai, Ching Christy, "The Effect of Group Contingencies on Students' Behavioral Problems in a Classroom" (2016). Culminating Projects in Community Psychology, Counseling and Family Therapy. 20.