Lunchroom noise control using feedback and group contingent reinforcement

Group Contingency Interventions With Children—1980-2010

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.

A group contingency program to improve the behavior of elementary school students in a cafeteria

Studies of behavior modification interventions for disruptive behavior in schools have generally focused on classroom behavior with less research directed toward child behavior in other school settings (e.g., cafeterias). The present report documents the effect of a group contingency intervention with a random reward component, targeting disruptive cafeteria behavior. An uncontrolled study of the effect of the group contingency program across the school year suggested substantial behavior improvement after the program started. Two natural treatment discontinuations during the same school year provide further support for the intervention. Both sources of information suggest behavioral improvement in rule-following behavior when the program was actively implemented.