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ERIC Number: EJ1156218
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria versus Unknown Small-Group Average Criteria
Scott, Katelyn C.; Skinner, Christopher H.; Moore, Tara C.; McCurdy, Merilee; Ciancio, Dennis; Cihak, David F.
School Psychology Review, v46 n3 p262-271 2017
An adapted alternating treatments design was used to evaluate and compare the effects of two group contingency interventions on mathematics assignment accuracy in an intact first-grade classroom. Both an interdependent contingency with class-average criteria (16 students) and a dependent contingency with criteria based on the average of a smaller, unknown, randomly selected group of students (4 students) were applied. For both contingencies, rewards and criteria were randomly selected and unknown to students. Results showed immediate, sustained, and meaningful improvements in mathematics assignment accuracy (from a class average of 64% to a class average above 83%) across both contingencies, with little differences between the two interventions. Social validity data suggest that the two teachers and the majority of the students preferred the small-group contingency. Discussion focuses on applied implications of the current results and directions for future research, including investigating side effects and idiosyncratic effects.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A