The Good Behavior Game (GBG) is a powerful group contingency with a history of documented empirical support. The purpose of this study was to compare two interdependent group contingencies, the GBG and a positive variation, the Caught Being Good Game (CBGG), in a school implementing school-wide positive behavior support. A kindergarten and…

Children in typical classrooms who were offered material incentives learned significantly more spelling words than did children not offered material rewards. The substantial effects of the material incentives continued throughout the 4-week period. (BJG)

Two methods of scheduling reinforcement, differential reinforcement of other behaviors (DRO) and differential reinforcement of low rates of responding (DRL), were investigated in two experiments that demonstrated each procedure's effectiveness in reducing misbehavior when used by teachers in school settings. A third experiment was undertaken to…

The effect of fixed, gradually decreasing, or increasing delay of reward in discrimination learning on later delay of gratification was investigated in 150 male first-grade children. Increasing delays were found to facilitate delay behavior. This may be due to acquisition of coping responses or to the extinction of frustration. (GO)

The reinforcing characteristics of bonus feedback were investigated, as 130 children from both regular and resource classrooms in grades two-four were taught time-telling using a microcomputer-controlled videodisc system. No significant differences were found among five feedback conditions used, indicating that bonus feedback had little positive…

Effects on the academic and disruptive behavior of special education pupils after adding a cost contingency to a token reinforcement procedure were examined. Response rates were higher when response cost was added than during either the baseline or token reinforcement contingency. (Author/MV)

Reinforcement for academic performance has been shown to increase both correct academic responding and rates of on-task behavior. Reinforcement for attending and on-task behavior has failed to increase correct academic responding in many studies, but it has produced vicarious and sociometric changes. The occurrence of vicarious and sociometric…

In this study of four hyperactive elementary children, the effects of painting and physical activities on attention-to-task were observed. Both techniques brought improvement, the pleasure of the activities seeming to provide an intrinsic reward which the children internalized, bringing increased attention-to-task to other classroom activities.…

Effects of self-monitoring alone and in combination with external contingent rewards on sight word acquisition were compared across two groups of four learning-disabled elementary students. Both treatments were found to increase sight word vocabulary, but contingent reward did not enhance the reactivity of self-monitoring for most students.…