Improving homework accuracy: Interdependent group contingencies and randomized components

Abstract

Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple-baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth-grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. C

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

“…Interdependent group contingencies have proven effective in increasing scores on spelling, math, and English assignments (Popkin & Skinner, 2003), increasing the number of items learned (e.g., identifying the states that comprise the Northwest Region) in social studies (Dugan, Kamps, Leonard, Watkins, Rheinberger, & Stackhaus, 1995), increasing the use of components related to creative writing (Maloney & Hopkins, 1973), increasing the number of correct Spanish word translations (Lloyd, Eberhardt, & Drake, 1996), increasing reading performance (Alric et al, 2007;Sharp & Skinner, 2004), and improving homework accuracy (Reinhardt, Theodore. Bray, & Kehle, 2009).…”

A comparison of group contingencies on academic compliance

“…Despite the importance of increasing on-task behavior or compliance with assigned tasks (Williamson et al, 2009), improvements in these behaviors do not necessarily result in increased academic productivity (Klein, 1979). Previous research on the effects of group contingences on both compliance and accuracy has been limited (Lynch et al, 2009;Reinhardt, Theodore, Bray, & Kehle, 2009). One possible reason for this gap in existing literature is the issue of motivational deficits and skill deficits.…”

A Comparison of Group-Oriented Contingencies for Addition Fluency

“…Additional studies of small groups of students have generally shown a positive and varying impact (Reinhardt et al 2009) or large effects for math accuracy (e.g., ES=1.65; Popkin and Skinner 2003). Interdependent group contingencies when used with class-wide interventions in a general education setting have demonstrated improved math accuracy and fluency, even with underachieving students (Hawkins et al 2009;Pigott et al 1986).…”