Citations (35)
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Kristen Fowler, Christopher H. Skinner, Gary L. Cates, Brian Poncy, Gary J. Duhon & Phillip J. Belfiore. (2022) Why and how teachers should prevent and remedy academic deficits by enhancing learning speed. Preventing School Failure: Alternative Education for Children and Youth 66:1, pages 22-32.
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Merilee McCurdy, Christopher Skinner, Virginia McClurg, Lynnette Whitsitt & Tara Moore. (2020) Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies. Preventing School Failure: Alternative Education for Children and Youth 64:1, pages 77-88.
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Louise Bunce, Amy Baird & Siân E. Jones. (2017) The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education 42:11, pages 1958-1978.
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Katelyn C. Scott, Christopher H. Skinner, Tara C. Moore, Merilee McCurdy, Dennis Ciancio & David F. Cihak. (2017) Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria. School Psychology Review 46:3, pages 262-271.
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Keith C. Radley, Evan H. Dart & Roderick D. O'Handley. (2016) The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior. School Psychology Review 45:1, pages 93-108.
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Robert Weis, Karen J. Osborne & Emily L. Dean. (2015) Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation. Journal of Applied School Psychology 31:3, pages 199-218.
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DavidA. Sears & Hui-Hua Pai. (2012) Effects of Cooperative Versus Individual Study on Learning and Motivation After Reward-Removal. The Journal of Experimental Education 80:3, pages 246-262.
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BrianC. Poncy & ChristopherH. Skinner. (2011) Enhancing First-Grade Students’ Addition-Fact Fluency Using Classwide Cover, Copy, and Compare, a Sprint, and Group Rewards. Journal of Applied School Psychology 27:1, pages 1-20.
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StevenG. Little, Angeleque Akin-Little & LynneM. Newman-Eig. (2010) Effects on Homework Completion and Accuracy of Varied and Constant Reinforcement Within an Interdependent Group Contingency System. Journal of Applied School Psychology 26:2, pages 115-131.
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Ann Epstein & JudithA. Dygdon. (2006) Using Online Psychological Consultation in Early Childhood Student Teacher Preparation. Journal of Early Childhood Teacher Education 27:1, pages 47-64.
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Thomas J. Kehle & Melissa A. Bray. (2004) Commentary: Current Perspectives on School-Based Behavioral Interventions: Science and Reality of the Classroom. School Psychology Review 33:3, pages 417-420.
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Daniel J. Reschly. (2004) Commentary: Paradigm Shift, Outcomes Criteria, and Behavioral Interventions: Foundations for the Future of School Psychology. School Psychology Review 33:3, pages 408-416.
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Frank M. Gresham. (2004) Current Status and Future Directions of School-Based Behavioral Interventions. School Psychology Review 33:3, pages 326-343.
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K. Angeleque Akin-Little, Steven G. Little & Frank M. Gresham. (2004) Current Perspectives on School-Based Behavioral Interventions: Introduction to the Mini-Series. School Psychology Review 33:3, pages 323-325.
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Articles from other publishers (21)
Virginia L. Walker, Reem Muharib, Kristin J. Lyon & Kristy Park. (2022) Comparative Effects of Interdependent and Independent Group Contingencies for Pre-service Teachers in a College Classroom. Journal of Behavioral Education 33:1, pages 81-96.
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Margaret Crewdson, Christopher H. Skinner, Chelsea Wilson, Kristen Fowler, Robert Richardson & Brian Wilhoit. (2023) Enhancing first‐grade students' social skill performance: The interaction of tootling and activities on social skill engagement. Psychology in the Schools 60:10, pages 4061-4078.
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Christopher H. Skinner, Jade Bennett, Robert Richardson, Katie Scott, Laura S. Wheat & James Martinez. (2022) Educational equity, academic standards, and countercontrol: Preventing academic deficits with supplemental interdependent rewards. Psychology in the Schools 60:1, pages 5-22.
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Carmen Soo & Julia Ai Cheng Lee. (2022) The Psychology of Rewards in Digital Game-Based Learning: A Comprehensive Review. Journal of Cognitive Sciences and Human Development 8:1, pages 68-88.
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Robert D. Richardson, Margaret A. Crewdson, Christopher H. Skinner, Laura S. Wheat & James A. Martinez. (2021) Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue. TEACHING Exceptional Children 54:4, pages 246-256.
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Caroline M. Jaquett, Christopher H. Skinner, Tara Moore, Kyle Ryan, Merilee McCurdy & David Cihak. (2020) Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders. Behavioral Disorders 46:4, pages 238-252.
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Shelby Wright, Christopher H. Skinner, Baileigh A. Kirkpatrick, Stephanie Daniels, Tara Moore & Margaret Crewdson. (2021) Using Tootling to Enhance First-Grade Students’ Use of a Social Skill: Evaluating the Catching Compliments Game. Education and Treatment of Children 44:2, pages 101-113.
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Kristina K. Vargo & Kathleen Becknell. (2018) An Application of the Group-Oriented Concurrent-Chains Arrangement. Behavior Analysis in Practice 12:2, pages 310-319.
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Elizabeth A. Pokorski. (2019) Group Contingencies to Improve Classwide Behavior of Young Children. TEACHING Exceptional Children 51:5, pages 340-349.
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Xavier Oriol-Granado, Michelle Mendoza-Lira, Carmen-Gloria Covarrubias-Apablaza & Víctor-Michel Molina-López. (2017) Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy. Revista de Psicodidáctica (English ed.) 22:1, pages 45-53.
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Xavier Oriol-Granado, Michelle Mendoza-Lira, Carmen-Gloria Covarrubias-Apablaza & Víctor-Michel Molina-López. (2017) Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia. Revista de Psicodidáctica 22:1, pages 45-53.
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Brian McKernan, Rosa Mikeal Martey, Jennifer Stromer-Galley, Kate Kenski, Benjamin A. Clegg, James E. Folkestad, Matthew G. Rhodes, Adrienne Shaw, Emilie T. Saulnier & Tomek Strzalkowski. (2015) We don’t need no stinkin’ badges: The impact of reward features and feeling rewarded in educational games. Computers in Human Behavior 45, pages 299-306.
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Steven G. Little, Angeleque Akin-Little & Keryn O’Neill. (2014) Group Contingency Interventions With Children—1980-2010. Behavior Modification 39:2, pages 322-341.
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Charles E. Galyon, Kyle L. Voils, Carolyn A. Blondin & Robert L. Williams. (2014) The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance. Innovative Higher Education 40:1, pages 63-77.
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Chele McKissick, Renee O. Hawkins, Francis E. Lentz, Jennifer Hailley & Shannon McGuire. (2010) Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom. Psychology in the Schools 47:9, pages 944-959.
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Emily R. Kirk, Jennifer A. Becker, Christopher H. Skinner, Jamie Yarbrough Fearrington, Sara J. McCane‐Bowling, Christie Amburn, Elisa Luna & Corinne Greear. (2010) Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis. Psychology in the Schools 47:9, pages 931-943.
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Danielle N. Pappas, Christopher H. Skinner & Amy L. Skinner. (2010) Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies. Psychology in the Schools 47:9, pages 887-902.
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Renee O. Hawkins, Shobana Musti-Rao, Cynthia Hughes, Laura Berry & Shannon McGuire. (2009) Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency. Journal of Behavioral Education 18:4, pages 300-318.
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Gregory A. Fabiano, William E. PelhamJRJR, Karen Karmazin, Joanne Kreher, Carlos J. Panahon & Carl Carlson. (2008) A Group Contingency Program to Improve the Behavior of Elementary School Students in a Cafeteria. Behavior Modification 32:1, pages 121-132.
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Robert L. Williams, Erin Carroll & Briana Hautau. (2005) Individual Accountability in Cooperative Learning Groups at the College Level: Differential Effects on High, Average, and Low Exam Performers. Journal of Behavioral Education 14:3, pages 167-188.
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Christopher H. Skinner, Danielle N. Pappas & Kai A. Davis. (2005) Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools 42:4, pages 389-403.
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