Effects of a Dependent Group Contingency on the Verbal Interactions of Middle School Students with Emotional Disturbance

Hansen, Spencer D.; Lignugaris, Benjamin

doi:10.1177/019874290503000204

Cited by 40 publications

(43 citation statements)

References 17 publications

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“…Although replications of the effects during the reinstatement of the intervention were inconclusive, the findings suggest that the random dependent group contingency was a viable behavioral intervention for increasing the participants' on-task behaviors, supporting previous literature (Hansen & Lignugaris/Kraft, 2005;Heering & Wilder, 2006;Jones et al, 2008;Vidoni & Ward, 2006).…”

Section: Discussionsupporting

confidence: 77%

“…The increased on-task behaviors during the B1 phase might have produced natural contingencies of reinforcement (e.g., overall school success, completion of work, higher grades) that maintained the participants' on-task behavior even when the group contingency was terminated during the A2 phase. This explanation is also supported by previous literature stressing the importance of skill teaching as a part of group contingency programs to enhance the long-term effects (Hansen & Lignugaris/Kraft, 2005;Lewis et al, 2002;Lohrmann & Talerico, 2004;Vidoni & Ward, 2006).…”

Section: Discussionsupporting

confidence: 76%

“…The present study provides additional evidence and adds to existing, yet relatively limited, literature that supports the use of random dependent group contingencies to improve behaviors of students with disabilities (Hansen & Lignugaris/Kraft, 2005;Heering & Wilder, 2006;Jones et al, 2008;Vidoni & Ward, 2006). First, this study contributes to the current literature by demonstrating the positive effects of a random dependent group contingency for high school students with high incidence disabilities, an area that was rarely studied.…”

Section: Research and Practical Implicationssupporting

confidence: 59%

“…The differential effects of a reinforcer may partially explain the variability of data across the participants. Future research is encouraged to include a systematic reinforcement preference assessment prior to conducting a group contingency intervention in which highly preferred stimuli are essential (Hansen & Lignugaris/Kraft, 2005;Heering & Wilder, 2006).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

Williamson¹,

Campbell-Whatley

2009

Psychology in the Schools

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Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on-task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. C 2009 Wiley Periodicals, Inc.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionsupporting

confidence: 76%

Section: Research and Practical Implicationssupporting

confidence: 59%

Section: Limitations and Future Researchmentioning

confidence: 99%

See 2 more Smart Citations

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

Williamson¹,

Campbell-Whatley

2009

Psychology in the Schools

View full text Add to dashboard Cite

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“…The developmental stage of the children at risk for and with ED will dictate program development and evaluation efforts. In this review, three recently published studies examined the effectiveness of school interventions for adolescents (Hansen & Lignugaris/Kraft, 2005;Sinclair, Christenson, & Thurlow, 2005;Theodore et al, 2004). Although these investigations yielded small to large positive effects, research that includes this age group and population is urgently needed.…”

Section: Comparison To Previous Findingsmentioning

confidence: 99%

School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

Reddy

Thomas

Newman

et al. 2008

Psychology in the Schools

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School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit-based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength-based outcome approaches. Findings are discussed in relation to previous research. C 2008 Wiley Periodicals, Inc.

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Comparing an interdependent and dependent group contingency to increase physical activity in students during recess

Asaro

Zonneveld

Frijters

2022

Behavioral Interventions

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Physical activity is defined as any body movement that requires energy expenditure. It has important physiological, mental health, academic, and cognitive benefits for children and youth.Despite these advantages, a large proportion of this population does not meet the minimum recommended amount of physical activity. Recent studies have shown that the interdependent group contingency (IGC) and dependent group contingency (DGC) improve physical activity; however, no comparison of the effects of these group contingencies on physical activity has been conducted. We used a multielement within a concurrent multiple baseline across classes design to compare the effectiveness of these group contingencies to increase physical activity in two classes of grade 5 students. Both group contingencies increased physical activity in both classes, with the IGC producing slightly higher levels of physical activity than the DGC at the class-wide and individual levels of analyses. Conversely, side effect data suggest that participants in both classes preferred the DGC. Results are discussed within the context of treatment decisions and suggestions for future research.

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Effects of a Dependent Group Contingency on the Verbal Interactions of Middle School Students with Emotional Disturbance

Cited by 40 publications

References 17 publications

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities

School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

Comparing an interdependent and dependent group contingency to increase physical activity in students during recess

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