2015 Volume 18 Issue 2 Pages 112-122
[Purpose]
Class-wide intervention based on behavior analysis is known as the use group-oriented contingencies, which may be dependent, interdependent or independent in nature. However, there are some problems to using group-oriented contingencies in a classroom. The present study reviews and organizes group-oriented contingencies, an approach that claims to influence more children in class, and suggests possible research directions.
[Methods]
The study was based on a review of group-oriented contingencies conducted between 1995 and 2014. The studies were retrieved from CiNii Articles and PsycINFO and categories were created accordingly.
[Results]
Seventeen English and six Japanese studies were reviewed. Two large categories, consisting of basic information about the studies, and the use of group-oriented contingencies, were created. Four medium-sized categories were created using basic information about the studies. The use of group-oriented contingences was used to develop five medium-level categories. Each medium-level category was then divided into two or three smaller categories.
[Discussion]
The present study reviews research on the applications of effective group-oriented contingencies in a classroom. Since the interdependent group-oriented type was the main group-oriented contingency used in classwide interventions, it seems to be the acceptable manner of intervention in schools. Consequently, this study examines the focus on interdependent group-oriented contingencies as a means of intervention.
