A group of disturbed, delinquent children were taught under 3 conditions. The group acted as its own control. Dependent variables were reading gains and appropriate classroom behaviors. Making rewards for all subjects contingent on each subject's behaving appropriately proved superior to giving rewards on a noncontingent basis. Giving group reinforcers for appropriate classroom behavior plus individual reinforcers for academic achievement proved to be the most efficacious. The group can be a powerful instrument in teaching disturbed delinquents.
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