Abstract
The effects of (a) opportunity to interact with classmates, (b) positive goal interdependence, (c) positive goal and positive reward interdependence, and (d) positive goal and reward interdependence with an added contingency for the use of collaborative skills were investigated. The dependent measures were achievement, interpersonal attraction, and the voluntary use of collaborative skills by socially withdrawn and isolated students. Four socially isolated and withdrawn sixth-grade students (two male and two female) were studied in a reading class. The results indicate that both positive goal and reward interdependence are needed to maximize student achievement and the interpersonal attraction between socially withdrawn and nonhandicapped students. The specific reinforcement for engaging in collaborative skills was required to maximize the voluntary engagement in the skills by socially withdrawn and isolated students.
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