by: jennifer mays. overview definition types discussion of pros and cons compare & contrast...
TRANSCRIPT
By:Jennifer Mays
OverviewDefinitionTypes
Discussion of Pros and ConsCompare & ContrastImplementationOutcomesExamplesConclusion
Before we begin…I will need assistance from a volunteer in the
class, any takers?
As an added bonus…I will implement group contingencies within the
class today.I will explain what they are at the end of the
presentation.Goals:
The special volunteer has to participate in the lecture at least two times. Asking questions, making comments, etc.
Each individual in the class must participate once.Does anyone have any questions before I begin?
DefinitionA group contingency is one in which a
common consequence (usually a reward) is contingent upon the behavior of:One person within the groupA part of the larger groupOr each member of the group meeting a
performance criterion
Litow & Pumroy, 1975
TypesDependent
Independent
Interdependent
Dependent Group ContingencyThe reward for the whole group is dependent
upon an individual or small group
Least preferred typeHero Procedure
Cooper, et. al 2007
Dependent Group ContingencyPros:
No student is penalized for the behavior of anyone else
Each student has access to rewards under exactly the same terms
Effective for students who respond well to peer attention
Con:Negative social attention is a possible outcome
Maag 2001; Smith et. al 2006
Independent Group ContingencyIndividuals within the group are reinforced
for individual achievement toward a goalThe same rules apply to everyone, but only
those who meet the criterion receive the reinforcer
Very commonly usedEx. Token Economy
Smith, et. al 2006
Independent Group ContingencyPros:
Can be combined with a token economy to increase effectiveness
Increases student’s responsibility for their own actions
Cons:Does not take into account individual
differences
Interdependent Group ContingencyAll members of a group must meet the
criterion of the contingency (individually and as a group) before any member earns the reward.
Most frequently used
Examples:Good Behavior GameGood Student Game
Cooper, et. al 2007
Interdependent Group ContingencyPro:
Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices
Cons:Scapegoating may occurOne student may sabotage earning the reward
for the whole group
Maag 2001
Compare & ContrastDependent is the best method if the goal is to
improve the behavior of individual or small groups of individualsResponding well to peer attention
Independent is the best method if the goal is to differentially reinforcement behaviorMultiple goals for individuals
Cooper et. al 2006
Compare & Contrast (cont.)Interdependent is the best method if the goal
is to increase individual accountability within a groupEasily implemented by teacher
How To ImplementChoose an effective rewardDetermine the behavior to change and any
collateral behaviors that might be affectedSet appropriate performance criterion
It is important that the goals are clearly identifiedCombine with other procedures when
appropriateSelect the most appropriate group contingencyMonitor individual and group performance
Effective ImplementationAccording to the research literature:
Individual AccountabilityPeer FeedbackSelf-monitoringCombination of strategies
O'Donnel et. al 2009; Stage & Quiroz, 1997
Academic OutcomesState/national goals for education
recommend the use of cooperative learningCooperative learning is more successful than
individual learningMore positive relationships with peersExhibit greater social competenceRetain information longerShow higher levels of reasoning, critical
thinking, and metacognition
O'Donnell et. al 2009
Behavioral OutcomesIncreases the efficiency of classroom
management for teachersAbility of teachers to enhance motivationInvolvement of peers increase of positive
classroom behaviors
ExampleMr. Swanson’s class has a specific set of
rules for appropriate classroom behavior posted on the door. When students follows these rules, they are each awarded 3 tokens which can be used toward buying individual rewards or privileges such as 5 extra minutes of computer time.
What type of group contingency is this?
AnswerINDEPENDENT!
ExampleMrs. Griffin has divided her classroom
reading groups into the Red Birds, Blue Birds, and Yellow Birds. She told the class that if the Yellow Birds finished their book and the assigned questions by Friday, the entire class will get 15 minutes of extra recess time.
Which type of group contingency is this?
AnswerDEPENDENT!
ExampleEach student in Mr. Brown’s class is
responsible for earning ‘good behavior’ tokens. If each student has earned at least 50 tokens by the end of the school year, the entire class will get a pizza party.
Which type of group contingency is this?
AnswerINTERDEPENDENT!
For Our Group Contingencies…Independent
Based on each individual’s performanceDependent
Based on the special volunteer’s participationInterdependent
Everyone in the class receives the reward if each individual met the criterion
Now You Know….What they areHow to use themWhen to use themImplement one TODAY!
References Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis.
Upper Saddle Creek River, NJ: Pearson Education, Inc.
Maag, J.W. (2001a) Powerful struggles: Managing resistance, building rapport. Longmont, CO: Sopris West.
Maag, J.W. (2001b). Rewarded by punishment: Reflections on the disuse of
positive reinforcement in schools. Exceptional Children, 67 (2), 173-86.
Murphy, K.A., Theodore, L.A., Aloiso, D., Alric-Edwards, J.M., Hughes, T.M. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44 (1) 53-63.
O’Donnell, A.M., Reeve, J., Smith, J.K. (2009). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons, Inc.
Smith, T.E.C., Polloway, E. A., Patton, J.R., & Dowdy, C.A. (2006). Teaching students with special needs. Boston, MA: Pearson Education, Inc.