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| Current Research on Group Contingencies in Education |
| Sunday, May 25, 2025 |
| 3:00 PM–4:50 PM |
| Convention Center, Street Level, 147 A |
| Area: EDC/CSS; Domain: Applied Research |
| Chair: Ray Joslyn (West Virginia University) |
| Discussant: Jennifer L. Austin (Georgia State University) |
| CE Instructor: Ray Joslyn, Ph.D. |
| Abstract: Some current research on group contingencies focuses on examining procedural variations and novel approaches to improve effectiveness, contextual fit, and social validity. Working toward these goals may increase teacher adoption of group contingencies and improve implementation rates. Researchers in this symposium will discuss studies that have furthered these research directions in education. The first presenter will discuss the effects of a group contingency arrangement of synchronous reinforcement on disruptive behavior in elementary school classrooms. The second presenter will discuss a study that examines student and teacher preference for group contingency arrangements (i.e., Good Behavior Game) with and without feedback. The third presenter will discuss a study examining teacher-led procedural modifications of the Good Behavior Game to improve social validity and intervention maintenance. The final presenter will discuss a study examining the effectiveness of a dependent group contingency on disruption in alternative elementary education. The researchers and discussant will also provide some directions for future research and implications for clinical practice. |
| Instruction Level: Intermediate |
| Keyword(s): education, goodbehavior game, group contingencies |
| Target Audience: The target audience is behavior analysis researchers and practitioners, teachers, and other school personnel. Audience members should have a basic understanding of the principles of behavior |
Learning Objectives: 1. Describe current research directions on group contingencies.
2. Describe procedural variations to group contingencies that may improve effectiveness or social validity.
3. Discuss the role of teacher preferences in designing and modifying group contingencies in education. |
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| Effects of a Group Contingency Arrangement of Synchronous Reinforcement on Disruptive Behavior in Elementary Classes |
| GABRIELA GOMES (Louisiana State University), Elizabeth Kay Linton (Louisiana State University), Jeanne M. Donaldson (Louisiana State University) |
| Abstract: Synchronous schedules of reinforcement are a type of schedule of covarion in which the onset and offset of the response are aligned with the onset and offset of the reinforcer. In this study, we used multiple baseline across classes and reversal designs to determine the effects of a synchronous reinforcement schedule, arranged as a group contingency, on disruptive classroom behavior and time spent following rules during independent work periods in three elementary classrooms: 2 first grade and 1 fourth grade. Additionally, we compared the effects of a synchronous reinforcement schedule with a continuous noncontingent schedule in the fourth-grade classroom. The synchronous schedule was effective in decreasing disruptive classroom behavior and increasing students’ time spent following rules across all classes. Furthermore, the effect in the fourth-grade classroom could not be attributed to access to the reinforcing stimulus alone, as the noncontingent delivery of those stimuli did not produce changes in behavior relative to baseline. Students in the 2 first-grade classes reported preferring the synchronous reinforcement condition over baseline. Students in the fourth-grade class reported preferring the noncontingent access condition over baseline and synchronous reinforcement. |
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| Efficacy and Social Validity of the Good Behavior Game With and Without Feedback |
| MILAD NAJAFICHAGHABOURI (Utah State University), Emma Preston (Utah State University), Emily Slater (Utah State University), Ray Joslyn (West Virginia University) |
| Abstract: The Good Behavior Game (GBG) is an effective class-wide intervention that has been shown to improve various student outcomes across different settings and student populations (Bowman-Perrottee et al., 2016; Groves et al., 2023). Teachers have previously reported concerns about one component of the game, delivering feedback following instances of rule violations (Joslyn & Vollmer, 2020, Joslyn et al., 2019; Najafichaghabouri et al., accepted). Previous research shows that GBG may still be effective when feedback is omitted or only one type of feedback is delivered (e.g., Chotto et al., 2024; Wiskow et al., 2019). However, to date no studies have directly compared the GBG with and without feedback and assessed implementer preference for the different variations of the intervention. The current study we implemented the GBG with four elementary classrooms,
and assessed implementer and student preference the GBG under different feedback conditions. Results showed that both interventions were similarly effective in reducing disruption in all four classrooms. Implementer preference for the intervention was mixed across classrooms, but students always preferred the GBG with both visual and vocal feedback. Students and teachers both reported overall positive social validity of the intervention. |
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Teacher-Led Procedural Modification of the Good Behavior Game |
| CIARA RODRIGUEZ (West Virginia University), Amina Boukhris (West Virginia University), Ray Joslyn (West Virginia University) |
| Abstract: The Good Behavior Game (GBG) is a well-established classroom management intervention that utilizes group contingencies to improve student behavior. Despite its robust nature and consistent effectiveness, teachers have reported that elements of the procedure present implementation barriers, reducing the likelihood that they will maintain implementation. Although researchers have examined numerous procedural variations to the GBG, they are typically selected by the researchers without meaningful input from teachers. In the current study, researchers examined the decisions that teachers make to modify the GBG to best fit their preferences. Following a “business as usual” baseline, teachers were trained to implement the traditional arrangement of the GBG and implemented it until we saw consistent reductions in disruptive behavior. Then, researchers conducted qualitative interviews with the teachers to learn about their perceived implementation barriers and elements of the game they wanted to change. The researchers then helped the teachers modify the procedure and implement it. This process was repeated until the teachers were satisfied with the procedures and reported that they were happy with the intervention. Qualitative and follow-up data indicated that the teachers preferred the modified version over the traditional version and continued to implement the modified version over time. |
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| Effectiveness of a Dependent Group Contingency in Elementary Alternative Education |
| KARA SAMAJ (Monongalia County Schools), Marisela Alicia Aguilar (West Virginia University), Ray Joslyn (West Virginia University) |
| Abstract: Group contingencies have an extensive literature base indicating their effectiveness in alternative education, with interdependent and dependent group contingencies being the most common. Although there have been many demonstrations of interdependent and dependent group contingencies in alternative education, a recent literature review (Groves et al., 2023) indicated that there has not been a published evaluation of a dependent group contingency in alternative education. This represents a considerable gap in the literature because of the numerous potential benefits of dependent group contingencies in alternative education. In the current study, researchers evaluated a dependent group contingency arrangement referred to as the “Hero Game” in an elementary alternative education classroom. The classroom teacher implemented the game by tracking each student’s disruptive behavior during the game, drawing a random name at the end of the game, and delivering rewards to the whole class if the selected student met the criterion. The Hero Game produced marked reductions in disruptive behavior and the students never lost the game. |
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