Applying Group Contingencies in Natural Settings. 2013 NASP symposium. Contributors Rachael Heisterkamp, Ed. S., NCSP Rebecca Parrish, M.S., CAGS. Discussant Robert Volpe, Ph.D., NCSP. Presenters David Hulac, Ph.D., NCSP Amy Briesch , Ph. D., NCSP Holly Pedersen, MTS
2013 NASP symposium
Rachael Heisterkamp, Ed. S., NCSP
Rebecca Parrish, M.S., CAGS
Robert Volpe, Ph.D., NCSP
David Hulac, Ph.D., NCSP
Amy Briesch, Ph. D., NCSP
Holly Pedersen, MTS
Danielle Dornbusch, B. A.
…have the advantage of being easier for teachers to implement (Theodore, Bray, & Kehle, 2004) and can be utilized across multiple settings.
… meet the WWC standards of evidenced based intervention (Maggin, Johnson, Chafouleas, Ruberto, & Berggren, 2012).
In group contingencies, we place the focus on a group of people (either the criterion or the result).
Litow & Pumroy, 1975
Gresham, F.M., & Gresham, G.N. (1982). Interdependent, dependent and independent group contingencies for controlling disruptive behavior. Journal of Special Education, 16, 101–110.
Hulac, D. M., & Benson, N. (2010). The use of group contingencies for preventing and managing disruptive behavior. Intervention in the School and Clinic 45(4), 257-262.
Kehle, T.J., Bray, M.A., & Theodore, L.A. (2000). A multi-component intervention designed to reduce disruptive classroom behavior. Psychology in the Schools, 37(5), 475-481.
Kelshaw-Levering, K., Sterling-Turner, H. E., Henry, J. R., & Skinner, C. H. (2000). Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools, 37, 523–533.
Litow, L., & Pumroy, D. K. (1975). A brief review of classroom group oriented contingencies. Journal of Applied Behavior Analysis, 8(3), 341–347.
Maggin, D. M., Johnson, A. H., Chafouleas, S. M., Ruberto, L. M., & Berggren, M. (2012). A systematic evidence review of school-based group contingency interventions for students with challenging behavior. Journal of School Psychology, 50(5), 625-654.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (2004). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior. School Psychology Quarterly, 19(3), 253-271.
Conducted by Rachael Heisterkamp
Presented by Holly Pedersen
(Moor, Waguespack, Wickstron, & Witt, 1994)
To determine if the Mystery Motivator alongside a group contingency could effectively reduce disruptive behaviors for students in a 9th grade math resource classroom.
Earning a “+” requires students to refrain from displaying off-task behaviors, out-of-seat behaviors, or inappropriate language for at least 7 ½ minutes in a given 15 minute session
PNDs for A1 and B1 is 0% for points below the baseline and 60% for points above the baseline
(No strict observational criteria)
Danielle Dornbusch, Ph D student
(Hulac & Benson, 2001; Lo & Cartledge, 2004; Skinner, Cashwell, & Dunn, 1996; Slavin, 1991)
(Johnson, Johnson, & Holubec, 2008)
Becca Parrish, M.S., CAGS
Jessica Hoffman, Ph.D., NCSP
Amy Briesch, Ph.D., NCSP
Louis Kruger, PsyD
Adaptation of Good Behavior Game (GBG; Barrish et al., 1969)
Integrity above 80% for 2, 3, 4
38% for 5th
50% for 1st
Contact Becca Parrish: