Application of an Interdependent Group-Oriented Contingency to Classroom Management in a Regular Classroom: Effects on Seating Behavior at the Beginning of Class

Abstract

Study Objective: The purpose of the present study was to examine effects of the application of an interdependent group-oriented contingency on classroom management in a regular class, focusing on changes in seating behavior in relation to the school bell that indicated the start of the third class period. The intervention was implemented by one teacher, the author of the present report, without other assistants. Design: AB₁B₂+follow-up. Setting: A regular class at a public elementary school. Participants: Second-grade students (N=24) in one class. Intervention: A three-tiered interdependent group-oriented contingency intervention was implemented, targeting multiple behaviors. If the total number of daily token reinforcers in the first stage exceeded the criterion, a second stage token reinforcer was given, and when 20 second-stage tokens had accumulated, the backup reinforcer (a class party) was provided. Measures: The percentage of students seated (a) before the bell rang for the third period and (b) when the bell started to ring for the third period. Results: The percentage of children seated increased both before the bell rang and when it started to ring. The social validity of the intervention was also demonstrated. Conclusion: The present study demonstrated that an interdependent group-oriented contingency can be implemented and evaluated by one individual without assistants. Interventions applying an interdependent group-oriented contingency in a regular classroom may be effective for improving the punctuality of students’ seating behavior at the start of classes.