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Abstract
The effects of independent, interdependent, and dependent group contingencies in increasing spelling performance of two classes of sixth-grade students were compared using an alternating treatments design. Results suggest that all three contingencies substantially improved spelling performance on daily tests. Differences in effectiveness between the contingencies were not consistent throughout the treatment period. Acceptability ratings by the students suggested preference for the independent contingency over either the interdependent or dependent contingency. Possible reasons for these findings and implications for future research are discussed.