Citations (51)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (14)
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.
Read now
Read now
Christopher J. Rivera. (2019) Using ClassDojo as a Mechanism to Engage and Foster Collaboration in University Classrooms. College Teaching 67:3, pages 154-159.
Read now
Read now
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.
Read now
Read now
Denise A. Soares, Judith R. Harrison, Kimberly J. Vannest & Susan S. McClelland. (2016) Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review 45:4, pages 379-399.
Read now
Read now
Renee O. Hawkins, Todd Haydon, Hilary Denune, Wallace Larkin & Nathan Fite. (2015) Improving the Transition Behavior of High School Students With Emotional Behavioral Disorders Using a Randomized Interdependent Group Contingency. School Psychology Review 44:2, pages 208-223.
Read now
Read now
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.
Read now
Read now
LeaA. Theodore, RichardJ. DioGuardi, TammyL. Hughes, Danielle Aloiso, Melissa Carlo & Darren Eccles. (2009) A Class-Wide Intervention for Improving Homework Performance. Journal of Educational and Psychological Consultation 19:4, pages 275-299.
Read now
Read now
JamieL. Yarbrough, ChristopherH. Skinner, Young
Ju Lee & Cathy Lemmons. (2004) Decreasing Transition Times in a Second Grade Classroom. Journal of Applied School Psychology 20:2, pages 85-107.
Read now
Read now
ShannonR. Sharp & ChristopherH. Skinner. (2004) Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance. Journal of Applied School Psychology 20:2, pages 29-45.
Read now
Read now
Stephanie Campbell & ChristopherH. Skinner. (2004) Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times. Journal of Applied School Psychology 20:2, pages 11-27.
Read now
Read now
Christopher H. Skinner, Robert L. Williams & Christine E. Neddenriep. (2004) Using Interdependent Group-Oriented Reinforcement to Enhance Academic Performance in General Education Classrooms. School Psychology Review 33:3, pages 384-397.
Read now
Read now
LeaA. Theodore, MelissaA. Bray, ThomasJ. Kehle & RichardJ. Dioguardi. (2004) Contemporary Review of Group-Oriented Contingencies for Disruptive Behavior. Journal of Applied School Psychology 20:1, pages 79-101.
Read now
Read now
Joan Popkin & Christopher H. Skinner. (2003) Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components. School Psychology Review 32:2, pages 282-295.
Read now
Read now
ChristopherH. Skinner, MonicaA. Wallace & ChristineE. Neddenriep. (2002) Academic Remediation: Educational Applications of Research on Assignment Preference and Choice. Child & Family Behavior Therapy 24:1-2, pages 51-65.
Read now
Read now
Articles from other publishers (37)
Kathleen B. Aspiranti. (2021) Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms. Behavior Modification 46:4, pages 706-731.
Crossref
Crossref
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.
Crossref
Crossref
Paige E. McArdle, Meara X. H. McMahon, Scott P. Ardoin, Cary E. Trump & Maggie A. Molony. (2020) Efficacy and Social Validity of a Class-Wide Interdependent Group Contingency to Decrease Between-Class Transition Durations. Journal of Behavioral Education 30:2, pages 280-298.
Crossref
Crossref
J. Meredith Murphy, Renee O. Hawkins & Laura Nabors. (2019) Combining Social Skills Instruction and the Good Behavior Game to Support Students with Emotional and Behavioral Disorders. Contemporary School Psychology 24:2, pages 228-238.
Crossref
Crossref
Esra ERBAŞ & Yasemin ERGENEKON. (2020) İlköğretim Kaynaştırma Uygulamalarında Sınıf İçi Geçişleri Kolaylaştıran StratejilerStrategies That Facilitating in-Class Transitions in Primary Inclusive Classrooms. Anadolu Journal of Educational Sciences International 10:1, pages 790-826.
Crossref
Crossref
Victoria VanMaaren, Stephanie Daniels, Peter Ignacio, Merilee McCurdy & Christopher H. Skinner. (2019) Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game. Journal of Positive Behavior Interventions 22:1, pages 15-24.
Crossref
Crossref
Howard P. Wills, Paul Caldarella, Benjamin A. Mason, Amanda Lappin & Darlene H. Anderson. (2019) Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention. Journal of Positive Behavior Interventions 21:4, pages 213-227.
Crossref
Crossref
Meghan A. Deshais, Alyssa B. Fisher & SungWoo Kahng. (2019) A comparison of group contingencies on academic compliance. Journal of Applied Behavior Analysis 52:1, pages 116-131.
Crossref
Crossref
Elissa B. Clair, Michael W. Bahr, Heather L. Quach & James D. LeDuc. (2018) The Positive Plus Program: Affirmative classroom management to improve student behavior. Behavioral Interventions 33:3, pages 221-236.
Crossref
Crossref
Tai A. Collins, Renee O. Hawkins, Emily M. Flowers, Hilary D. Kalra, Jessie Richard & Lauren E. Haas. (2018) Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD. Psychology in the Schools 55:1, pages 63-75.
Crossref
Crossref
Emily A. Groves & Jennifer L. Austin. (2017) An evaluation of interdependent and independent group contingencies during the good behavior game. Journal of Applied Behavior Analysis 50:3, pages 552-566.
Crossref
Crossref
Christen Knowles, Anne Harris & Renee Van Norman. (2016) Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities. Early Childhood Education Journal 45:3, pages 393-401.
Crossref
Crossref
Carl G. Conklin, Debra Kamps & Howard Wills. (2016) The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors. Journal of Behavioral Education 26:1, pages 75-100.
Crossref
Crossref
Steven G. Little, Angeleque Akin-Little & Keryn O’Neill. (2014) Group Contingency Interventions With Children—1980-2010. Behavior Modification 39:2, pages 322-341.
Crossref
Crossref
Stacy M. Ling & David W. Barnett. (2013) Increasing Preschool Student Engagement During Group Learning Activities Using a Group Contingency. Topics in Early Childhood Special Education 33:3, pages 186-196.
Crossref
Crossref
Kathryn E. Hoff & Ruth A. Ervin. (2012) EXTENDING SELF‐MANAGEMENT STRATEGIES: THE USE OF A CLASSWIDE APPROACH. Psychology in the Schools 50:2, pages 151-164.
Crossref
Crossref
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.
Crossref
Crossref
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.
Crossref
Crossref
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.
Crossref
Crossref
Gizem Tanol, LeAnne Johnson, Jennifer McComas & Erin Cote. (2010) Responding to rule violations or rule following: A comparison of two versions of the Good Behavior Game with kindergarten students. Journal of School Psychology 48:5, pages 337-355.
Crossref
Crossref
David M. HulacNicholas Benson. (2010) The Use of Group Contingencies for Preventing and Managing Disruptive Behaviors. Intervention in School and Clinic 45:4, pages 257-262.
Crossref
Crossref
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.
Crossref
Crossref
Brenda D. Williamson, Gloria D. Campbell‐Whatley & Ya‐yu Lo. (2009) Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities. Psychology in the Schools 46:10, pages 1074-1083.
Crossref
Crossref
Danielle Reinhardt, Lea A. Theodore, Melissa A. Bray & Thomas J. Kehle. (2009) Improving homework accuracy: Interdependent group contingencies and randomized components. Psychology in the Schools 46:5, pages 471-488.
Crossref
Crossref
Daniel L. Fudge, Christopher H. Skinner, Jacqueline L. Williams, Dan Cowden, Janice Clark & Stacy L. Bliss. (2008) Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology 46:5, pages 575-592.
Crossref
Crossref
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.
Crossref
Crossref
Jolie M. Alric, Melissa A. Bray, Thomas J. Kehle, Sandra M. Chafouleas & Lea A. Theodore. (2016) A Comparison of Independent, Interdependent, and Dependent Group Contingencies With Randomized Reinforcers to Increase Reading Fluency. Canadian Journal of School Psychology 22:1, pages 81-93.
Crossref
Crossref
Kelly A. Murphy, Lea A. Theodore, Danielle Aloiso, Jolie M. Alric-Edwards & Tammy L. Hughes. (2007) Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools 44:1, pages 53-63.
Crossref
Crossref
Daniel H. Tingstrom, Heather E. Sterling-Turner & Susan M. Wilczynski. (2016) The Good Behavior Game: 1969-2002. Behavior Modification 30:2, pages 225-253.
Crossref
Crossref
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.
Crossref
Crossref
Lea A. Theodore, Melissa A. Bray & Thomas J. Kehle. (2004) A Comparative Study of Group Contingencies and Randomized Reinforcers to Reduce Disruptive Classroom Behavior.. School Psychology Quarterly 19:3, pages 253-271.
Crossref
Crossref
Jeffrey S. Goldstein, Steven G. Little & K. Angeleque Akin-Little. (2014) Absenteeism: A Review of the Literature and School Psychology’s Role. The California School Psychologist 8:1, pages 127-139.
Crossref
Crossref
Lea A Theodore, Melissa A Bray, Thomas J Kehle & William R Jenson. (2001) Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior. Journal of School Psychology 39:3, pages 267-277.
Crossref
Crossref
Kimberly Kelshaw-Levering, Heather E. Sterling-Turner, Jennifer R. Henry & Christopher H. Skinner. (2000) Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools 37:6, pages 523-533.
Crossref
Crossref
Christopher H. Skinner, Tammy H. Cashwell & Amy L. Skinner. (2000) Increasing tootling: The effects of a peer-monitored group contingency program on students' reports of peers' prosocial behaviors. Psychology in the Schools 37:3, pages 263-270.
Crossref
Crossref
Christopher H. Skinner, Carl F. Skinner, Amy L. Skinner & Tammy H. Cashwell. (2016) Using Interdependent Contingencies with Groups of Students: Why the Principal Kissed a Pig. Educational Administration Quarterly 35:5, pages 806-820.
Crossref
Crossref
Craig S. Cashwell, Christopher H. Skinner, Merrily Dunn & Jennifer C. Lewis. (2011) Group Reward Programs: A Humanistic Approach. The Journal of Humanistic Education and Development 37:1, pages 47-53.
Crossref
Crossref