Group Contingencies: Playing Games to Decrease Disruptive Behavior and Increase On-Task Behavior
Presentation Abstract
Effective classroom management is needed more today than ever before. However, most teachers in the field have had little to no instruction in teacher preparation programs regarding evidence-based practices. Group contingencies afford teachers a practical option when needing to intervene on the problem behavior of multiple students. Group contingencies involve the setting of clear criteria and then the contingent access to a reward for those who meet criteria. Despite early evidence that all three types of group contingencies were similarly effective, recent research has noted specific pros and cons of each type. This session will discuss the pros and cons as well as an example of each type of group contingency. Independent group contingencies allow all individual students who meet criteria to access a reward. For example, all students who turn in their completed homework can get a Jolly Rancher. Most student view this as a fair intervention, but it does not promote collaboration among classmates. Dependent group contingencies are sometimes referred to as the "hero game." In this arrangement, one student or a small subset of the larger group must meet criteria for the class to access the reward. For example, if only one student typically engages in problem behavior during hallway transitions, a teacher could use a dependent group contingency in which all students get extra recess time if that student follows the hallway rules. When that student meets criteria, it can help to create a better relationship between he/her and the rest of the class. However, when that student does not meet criteria, it can lead to frustration and retaliation from classmates. The last arrangement, and most well researched arrangement is the interdependent group contingency. In this form, classes are split into small teams. Each time that meets criteria is able to access the reward. The Good Behavior Game or CW-FIT are two examples of interdependent group contingencies. A con of this form is that it can be viewed as unfair when one team member sabotages the rest of the team. However, that team member can then be moved to their own team to minimize the likelihood that he/she continues to sabotage.
Conference Program Description
Let's play games! Group contingencies provide teachers with a class-wide intervention to decrease the off-task and disruptive behaviors of numerous students while also increasing engagement. Come learn about the three types of group contingencies as well as the pros, cons, and examples of each.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Mangum, Dan R., "Group Contingencies: Playing Games to Decrease Disruptive Behavior and Increase On-Task Behavior" (2023). Georgia Association for Positive Behavior Support Conference. 29.
https://digitalcommons.georgiasouthern.edu/gapbs/2023/2023/29
Group Contingencies: Playing Games to Decrease Disruptive Behavior and Increase On-Task Behavior
Effective classroom management is needed more today than ever before. However, most teachers in the field have had little to no instruction in teacher preparation programs regarding evidence-based practices. Group contingencies afford teachers a practical option when needing to intervene on the problem behavior of multiple students. Group contingencies involve the setting of clear criteria and then the contingent access to a reward for those who meet criteria. Despite early evidence that all three types of group contingencies were similarly effective, recent research has noted specific pros and cons of each type. This session will discuss the pros and cons as well as an example of each type of group contingency. Independent group contingencies allow all individual students who meet criteria to access a reward. For example, all students who turn in their completed homework can get a Jolly Rancher. Most student view this as a fair intervention, but it does not promote collaboration among classmates. Dependent group contingencies are sometimes referred to as the "hero game." In this arrangement, one student or a small subset of the larger group must meet criteria for the class to access the reward. For example, if only one student typically engages in problem behavior during hallway transitions, a teacher could use a dependent group contingency in which all students get extra recess time if that student follows the hallway rules. When that student meets criteria, it can help to create a better relationship between he/her and the rest of the class. However, when that student does not meet criteria, it can lead to frustration and retaliation from classmates. The last arrangement, and most well researched arrangement is the interdependent group contingency. In this form, classes are split into small teams. Each time that meets criteria is able to access the reward. The Good Behavior Game or CW-FIT are two examples of interdependent group contingencies. A con of this form is that it can be viewed as unfair when one team member sabotages the rest of the team. However, that team member can then be moved to their own team to minimize the likelihood that he/she continues to sabotage.
