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Group Contingencies

Group Contingencies. By: Jennifer Mays. Overview. Definition Types Discussion of Pros and Cons Compare & Contrast Implementation Outcomes Examples Conclusion. Before we begin…. I will need assistance from a volunteer in the class, any takers?. As an added bonus….

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Group Contingencies

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  1. Group Contingencies By: Jennifer Mays

  2. Overview • Definition • Types • Discussion of Pros and Cons • Compare & Contrast • Implementation • Outcomes • Examples • Conclusion

  3. Before we begin… • I will need assistance from a volunteer in the class, any takers?

  4. As an added bonus… • I will implement group contingencies within the class today. • I will explain what they are at the end of the presentation. • Goals: • The special volunteer has to participate in the lecture at least two times. • Asking questions, making comments, etc. • Each individual in the class must participate once. • Does anyone have any questions before I begin?

  5. Definition • A group contingency is one in which a common consequence (usually a reward) is contingent upon the behavior of: • One person within the group • A part of the larger group • Or each member of the group meeting a performance criterion Litow & Pumroy, 1975

  6. Types • Dependent • Independent • Interdependent

  7. Dependent Group Contingency • The reward for the whole group is dependent upon an individual or small group • Least preferred type • Hero Procedure Cooper, et. al 2007

  8. Dependent Group Contingency • Pros: • No student is penalized for the behavior of anyone else • Each student has access to rewards under exactly the same terms • Effective for students who respond well to peer attention • Con: • Negative social attention is a possible outcome Maag 2001; Smith et. al 2006

  9. Independent Group Contingency • Individuals within the group are reinforced for individual achievement toward a goal • The same rules apply to everyone, but only those who meet the criterion receive the reinforcer • Very commonly used • Ex. Token Economy Smith, et. al 2006

  10. Independent Group Contingency • Pros: • Can be combined with a token economy to increase effectiveness • Increases student’s responsibility for their own actions • Cons: • Does not take into account individual differences

  11. Interdependent Group Contingency • All members of a group must meet the criterion of the contingency (individually and as a group) before any member earns the reward. • Most frequently used • Examples: • Good Behavior Game • Good Student Game Cooper, et. al 2007

  12. Interdependent Group Contingency • Pro: • Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices • Cons: • Scapegoating may occur • One student may sabotage earning the reward for the whole group Maag 2001

  13. Compare & Contrast • Dependent is the best method if the goal is to improve the behavior of individual or small groups of individuals • Responding well to peer attention • Independent is the best method if the goal is to differentially reinforcement behavior • Multiple goals for individuals Cooper et. al 2006

  14. Compare & Contrast (cont.) • Interdependent is the best method if the goal is to increase individual accountability within a group • Easily implemented by teacher

  15. How To Implement • Choose an effective reward • Determine the behavior to change and any collateral behaviors that might be affected • Set appropriate performance criterion • It is important that the goals are clearly identified • Combine with other procedures when appropriate • Select the most appropriate group contingency • Monitor individual and group performance

  16. Effective Implementation • According to the research literature: • Individual Accountability • Peer Feedback • Self-monitoring • Combination of strategies O'Donnel et. al 2009; Stage & Quiroz, 1997

  17. Academic Outcomes • State/national goals for education recommend the use of cooperative learning • Cooperative learning is more successful than individual learning • More positive relationships with peers • Exhibit greater social competence • Retain information longer • Show higher levels of reasoning, critical thinking, and metacognition O'Donnell et. al 2009

  18. Behavioral Outcomes • Increases the efficiency of classroom management for teachers • Ability of teachers to enhance motivation • Involvement of peers increase of positive classroom behaviors

  19. Example • Mr. Swanson’s class has a specific set of rules for appropriate classroom behavior posted on the door. When students follows these rules, they are each awarded 3 tokens which can be used toward buying individual rewards or privileges such as 5 extra minutes of computer time. • What type of group contingency is this?

  20. Answer INDEPENDENT!

  21. Example • Mrs. Griffin has divided her classroom reading groups into the Red Birds, Blue Birds, and Yellow Birds. She told the class that if the Yellow Birds finished their book and the assigned questions by Friday, the entire class will get 15 minutes of extra recess time. • Which type of group contingency is this?

  22. Answer DEPENDENT!

  23. Example • Each student in Mr. Brown’s class is responsible for earning ‘good behavior’ tokens. If each student has earned at least 50 tokens by the end of the school year, the entire class will get a pizza party. • Which type of group contingency is this?

  24. Answer INTERDEPENDENT!

  25. For Our Group Contingencies… • Independent • Based on each individual’s performance • Dependent • Based on the special volunteer’s participation • Interdependent • Everyone in the class receives the reward if each individual met the criterion

  26. Now You Know…. • What they are • How to use them • When to use them • Implement one TODAY!

  27. References • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Upper Saddle Creek River, NJ: Pearson Education, Inc. • Maag, J.W. (2001a) Powerful struggles: Managing resistance, building rapport. Longmont, CO: Sopris West. • Maag, J.W. (2001b). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67 (2), 173-86. • Murphy, K.A., Theodore, L.A., Aloiso, D., Alric-Edwards, J.M., Hughes, T.M. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44 (1) 53- 63. • O’Donnell, A.M., Reeve, J., Smith, J.K. (2009). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons, Inc. • Smith, T.E.C., Polloway, E. A., Patton, J.R., & Dowdy, C.A. (2006). Teaching students with special needs. Boston, MA: Pearson Education, Inc.

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