By-Jennifer Mays.ppt

1、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,I will implement group contingencies within t

2、he 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?,D

3、efinition,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,Types,DependentIndependentInterdependent,D

4、ependent Group Contingency,The reward for the whole group is dependent upon an individual or small groupLeast preferred type Hero Procedure,Cooper, et. al 2007,Dependent Group Contingency,Pros: No student is penalized for the behavior of anyone else Each student has access to rewards under exactly t

5、he same terms Effective for students who respond well to peer attentionCon: Negative social attention is a possible outcome,Maag 2001; Smith et. al 2006,Independent Group Contingency,Individuals within the group are reinforced for individual achievement toward a goal The same rules apply to everyone

6、, but only those who meet the criterion receive the reinforcerVery commonly used Ex. Token Economy,Smith, et. al 2006,Independent Group Contingency,Pros: Can be combined with a token economy to increase effectiveness Increases students responsibility for their own actionsCons: Does not take into acc

7、ount individual differences,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 usedExamples: Good Behavior Game Good Student Game,Cooper, et. al 2007,Interdependent Group

8、Contingency,Pro: Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choicesCons: Scapegoating may occur One student may sabotage earning the reward for the whole group,Maag 2001,Compare & Contrast,Dependent is the best method if the goal is to

9、improve the behavior of individual or small groups of individuals Responding well to peer attentionIndependent is the best method if the goal is to differentially reinforcement behavior Multiple goals for individuals,Cooper et. al 2006,Compare & Contrast (cont.),Interdependent is the best method if

10、the goal is to increase individual accountability within a group Easily implemented by teacher,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 cle

11、arly identified Combine with other procedures when appropriate Select the most appropriate group contingency Monitor individual and group performance,Effective Implementation,According to the research literature: Individual Accountability Peer Feedback Self-monitoring Combination of strategies,ODonn

12、el et. al 2009; Stage & Quiroz, 1997,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

13、 higher levels of reasoning, critical thinking, and metacognition,ODonnell et. al 2009,Behavioral Outcomes,Increases the efficiency of classroom management for teachers Ability of teachers to enhance motivation Involvement of peers increase of positive classroom behaviors,Example,Mr. Swansons class

14、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?,Answe

15、r,INDEPENDENT!,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

16、 group contingency is this?,Answer,DEPENDENT!,Example,Each student in Mr. Browns 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?,Answer

17、,INTERDEPENDENT!,For Our Group Contingencies,Independent Based on each individuals performance Dependent Based on the special volunteers participation Interdependent Everyone in the class receives the reward if each individual met the criterion,Now You Know.,What they are How to use them When to use

18、 them Implement one TODAY!,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). Rewa

19、rded 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

20、. Psychology in the Schools, 44 (1) 53- 63.ODonnell, 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.,