Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial…

Research is essential for identifying behavior management procedures as evidence-based and employing these procedures in a classroom is vital to create the optimal environment for students. Group contingencies can be easily implemented across classroom settings as they aim to manage the behavior of a group via operant behavior change procedures.…

Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively…

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing…

The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an…

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most prevalent childhood neurodevelopmental disorder. Arising from a complex interaction between genetic and environmental factors, along with epigenetic changes during foetal development, ADHD is a lifelong condition that impacts children's academic and social functioning in numerous adverse…

The Daily Report Card (DRC) is a commonly employed behavioral intervention for treating Attention Deficit Hyperactivity Disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an…

Review of 20 studies comparing relative efficacy of individual and group contingencies found the former to be generally superior when academic performance was the targeted behavior. In contrast, no consistent differential effect was found when students' social response was the targeted behavior, yet increased verbal threats were reported during…

The same techniques of behavior modification that can be used by teachers to manage student behavior in the classroom can also be used by supervisors to alter the behavior of teachers. In both cases, it is necessary for the supervisors and teachers to focus primarily on the individual's behavior itself, rather than on what causes that behavior. To…

Research on a team game designed to reinforce positive target behaviors is reviewed. Classroom organization, reinforcement criteria, when and how long to play the game, and reinforcement for winning teams are discussed, as are two variants on the original game. The game is found to be highly effective in reducing talking and out-of-seat behavior.…

Twenty-four studies are reviewed for home-based reinforcement of school behavior as a method for motivating behavioral change. It is noted that the technique has been used successfully with children in group homes and in special classes, and with entire mainstreamed and special classrooms. (MH)