Increasing cooperation among children using dependent group-oriented reinforcement contingencies
TL;DR: This article evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task and found that the two reinforce contingencies were effective in improving the performance of students.
Abstract: This investigation evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task. The two reinforce...
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TL;DR: In this article, the authors propose a working agenda for the geography of children, which is based on a set of seven generic primitives, including environmental psychology, sociology, anthropology and cultural studies.
Abstract: There is still only a limited development of a solidly grounded social and cultural geography prepared to conceptualize children as a neglected social grouping undergoing various forms of sociospatial marginalization. Given the focus and momentum of the ‘new’ cultural geography, we contend that this is an apposite time to define an agenda for the geography of children, which not only takes into account earlier studies which can inform contemporary debate, largely drawn from an environmental psychology tradition, but which also recognizes the interface between sociology, anthropology and cultural studies and draws upon important work being undertaken by feminist and critical geographers. To date, much of the research on the geography of children has been blighted by fragmentation, narrow disciplinary perspectives and methodologies which do not sufficiently engage themselves with the lifeworld of children in the ‘here and now’. In this article we propose a working agenda based upon a set of seven generic pr...
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TL;DR: In this paper, the authors used dependent group contingencies to increase the on-task behavior of general education students in third and fourth grade classrooms, and the results showed that the intervention was feasible for classroom staff to implement, acceptable to students and produced few, if any, adverse effects on student social standing.
Abstract: Dependent group contingencies were used to increase the on-task behavior of general education students in third and fourth grade classrooms. The class-wide intervention allowed students to gain access to preferred items/activities (identified via a stimulus preference assessment) contingent upon being on-task at "unknown" random times during math instruction. A multiple baseline design across classrooms was used to evaluate intervention effects. During baseline, mean levels of on-task behavior were 35% and 50% in the third and fourth grade classes, respectively. These means rose above 80% for both classrooms during the intervention phases. In addition, social validity measures suggested that the procedure was feasible for classroom staff to implement, acceptable to students, and produced few, if any, adverse effects on student social standing. KEY WORDS: classroom intervention, dependent group contingencies, on-task behavior ********** In classroom settings, student on-task behavior is crucial to effective learning. Although there have been many studies demonstrating the utility of behavioral interventions to increase the on-task behavior of one or a few students at a time (e.g., Ervin, DuPaul, Kern, & Friman, 1998; Flood & Wilder, 2003), less research exists on the use of class wide interventions to increase on-task behavior. Class wide interventions might be preferable to individual interventions because of their efficiency and generalized effects. This may be particularly true for general education teachers, who often have 30 or more students in a classroom. These large numbers often make individually-based interventions more difficult to implement. One particularly promising approach for working effectively with large classes is group contingencies (Turco & Elliott, 1990). When one or more components of a behavioral intervention are shared by more than one student, group contingencies are said to be employed. Three broad types of group contingencies (independent, interdependent, and dependent) have been discussed in the literature. Independent group contingencies involve the use of the same target behavior, the same criteria for earning access to reinforcement, and the same reinforcer across students. However, each student earns access to the reinforcer contingent upon his or her own behavior. With interdependent group contingencies, a group of students receive access to reinforcement contingent upon the behavior of the entire group. Dependent group contingencies involve providing the group with access to reinforcement contingent upon the behavior of one or a few students (Kelshaw-Levering, Sterling-Turner, Henry, & Skinner, 2000). Dependent and interdependent group contingencies may be particularly attractive to classroom teachers because they promote cooperative behavior among students, as well as improved academic achievement (Slavin, 1987). The nature of these contingencies is such that students must work together and / or "rely on each other" in order to be rewarded. However, data collection and monitoring may be simplified with dependent group contingency arrangements. Teachers or data collectors need only monitor the behavior of one or a few students in a group or class. Because dependent group contingencies require teachers to deliver reinforcement to either all or no students, they may also be more efficient to operate (Turco & Elliott, 1990). Finally, when dependent group contingencies are used (as in "unknown" dependent group contingencies) (Gresham & Gresham, 1982), students are not made aware of who did not meet, criteria for the target behavior. As such, there may be fewer adverse social consequences for those students who do not meet criteria (Kelshaw-Levering, Sterling-Turner, Henry, & Skinner, 2000). A few studies have examined the use of dependent group contingencies in classrooms. Gresham and Gresham (1982), for example, compared independent, interdependent, and dependent group contingencies among students with disabilities. …
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TL;DR: In this article, the authors classify group contingencies as independent, interdependent, and dependent based on the seminal work of Litow and Pumroyal, and discuss their effectiveness and advantages over behavioral interventions designed for individual students.
Abstract: This review clarifies the vaguely defined and perplexing terminology that historically has been used in the descriptions of group contingencies. Group contingencies are reviewed and categorized as independent, interdependent, and dependent based on the seminal work of Litow and Pumroy. Further, group contingencies, based on these categorizations, are discussed in terms of their effectiveness and advantages over behavioral interventions designed for individual students.
91 citations
Cites result from "Increasing cooperation among childr..."
...Like Williamson et al. (1992), the results of this investigation indicated that the dependent group contingency was superior to that of the independent contingency in improving the social interactions of adolescents....
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TL;DR: All varieties of group contingencies are established as efficacious for a wide range of target behaviors with school-aged children, and the efficacy of group contingency procedures via meta-analysis is strong.
Abstract: The present study sought to evaluate the efficacy of group contingency procedures via meta-analysis. A total of 182 studies published between 1980 and 2010 were identified via PsychInfo that included group contingency as a keyword. Studies that met inclusion criteria (e.g., single-subject design, school-aged children; N = 50), were coded and effect sizes were calculated. Results strongly support the efficacy of group contingencies with an overall effect size of 3.41. Types of group contingencies were also evaluated for dependent group contingencies (ES = 3.75, n = 11), independent group contingencies (ES = 3.27, n = 8), and interdependent group contingencies (ES = 2.88, n = 35). These results clearly establish all varieties of group contingencies as efficacious for a wide range of target behaviors with school-aged children. Results are discussed with regard to practical implications.
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01 Jan 1985
TL;DR: The second conference of the International Association for the Study of Cooperation in Education (lASCE) was held at Brigham Young University, Provo, Utah, in [uly 1982 as discussed by the authors.
Abstract: This book was written and edited as a project of the International Asso- ciation for the Study of Cooperation in Education (lASCE). It grew di- rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980),edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel- oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.
439 citations
TL;DR: In this article, les effets de l'organisation ecologique de la classe, en particulier du CWPT (Classwide peer tutoring, which consiste a apparier les eleves en "tuteur-pupille", sur les performances scolaires, sont analyses aupres de 416 eleves (âge moyen 6, 7 ans), dans une etude longitudinale portant sur quatre annees and prenant en compte les caracteristiques socio-economiques.
Abstract: Les effets de l'organisation ecologique de la classe, en particulier du CWPT (Classwide Peer Tutoring, qui consiste a apparier les eleves en «tuteur-pupille»), sur les performances scolaires, sont analyses aupres de 416 eleves (âge moyen 6, 7 ans), dans une etude longitudinale portant sur quatre annees et prenant en compte les caracteristiques socio-economiques
414 citations
312 citations
TL;DR: In this paper, the authors discuss peer tutoring strategies as an effective class of peer-mediated procedures for both classroom behavior management and direct instruction for both direct instruction and reinforcement learning.
Abstract: The purpose of this article is to discuss peer tutoring strategies as an effective class of peer-mediated procedures for both classroom behavior management and direct instruction. In this article, ...
196 citations