Abstract
A combination of cooperative learning and interdependent contingencies was implemented for mathematics classes in a high school where many students were having difficulty learning. The teaching methods introduced focused on aiming for improvement of the students' class participation, reduction in their problem behavior, and improvement in the academic achievement of the whole class. After the intervention, class participation improved, the problem behavior of the target students decreased in frequency, and an effect was seen on the academic achievement of the class. In terms of social validity, there was approval for an intervention that targeted the teacher and all the students in the class. These results suggest the possibility of an effect of an interdependent contingency on academic achievement, as well as the validity of cooperative learning for decreasing problem behavior and improving participation in class. When cooperative learning and an interdependent contingency are combined, the positive outcome is likely to increase.
