Designing and Implementing Group Contingencies in the Classroom

Barrish H. H. Saunders M. Wolf M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119–124. doi:10.1901/jaba.1969.2-119

Blacher J. Howell E. Lauderdale-Littin S. Reed F. D. Laugeson E. D. (2014) Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorder, 8, 324–333. doi:10.1016/j.rasd.2013.12.008

Briesch A. M. Chafouleas S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24, 106–118. doi:10.1037/a0016159

Greenberg J. Putnam H. Walsh K. (2014). Training our future teachers: Classroom management. Washington, DC: National Council on Teacher Quality.

Gresham F. M. Gresham G. N. (1982). Interdependent, dependent, and independent group contingencies for controlling disruptive behavior. The Journal of Special Education, 16, 101–110.

Kodak T. Northup J. Kelley M. E. (2007). An evaluation of the types of attention that maintain problem behavior. Journal of Applied Behavior Analysis, 40, 167–171.

Kamps D. Wills H. P. Heitzman-Powell L. Laylin J. Szoke C. Petrillo T. Culey A. (2011). Class-wide function-related intervention teams: Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13, 154–176. doi:10.1177/1098300711398935

Ling S. Hawkins R. O. Weber D. (2011). Effects of a classwide interdependent group contingency designed to improve the behavior of an at-risk student. Journal of Behavioral Education, 20, 103–116. doi:10.1007/s10864-011-9125-x

Little S. G. Akin-Little A. O’Neill K. (2014). Group contingency interventions with children—1980–2010: A meta-analysis. Behavior Modification, 39, 322–341. doi:10.1037/e615342013-001

Northup J. (2000). Further evaluation of the accuracy of reinforced surveys: A systematic replication. Journal of Applied Behavior Analysis, 33, 334–338.

Sugai G. Horner R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223–237. doi:10.1080/09362830903235375

Theodore L. A. Bray M. A. Kehle T. J. (2004). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior. School Psychology Quarterly, 19, 253–271. doi:10.1521/scpq.19.3.253.40280

Todd A. W. Campbell A. L. Meyer G. G. Horner R. H. (2008). The effects of a targeted intervention to reduce problem behaviors elementary school implementation of check in–check out. Journal of Positive Behavior Interventions, 10, 46–55. doi:10.1177/1098300707311369

Wills H. P. Kamps D. Hansen B. Conklin C. Bellinger S. Neaderhiser J. Nsubuga B. (2009). The classwide function-based intervention team program. Preventing School Failure: Alternative Education for Children and Youth, 54, 164–171. doi:10.1080/10459880903496230

Wills H. P. Iwaszuk W. M. Kamps D. Shumate E. (2014). CW-FIT: Group contingency effects across the day. Education and Treatment of Children, 37, 191–210. doi:10.1353/etc.2014.0016

Wright R. A. McCurdy B. L. (2012). Class-wide positive behavior support and group contingencies: Examining a positive variation of the Good Behavior Game. Journal of Positive Behavior Interventions, 14, 173–180. doi:10.1177/1098300711421008