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Abstract
A modified multiple baseline across behaviors design was used to evaluate the effects of an interdependent group contingency program with randomly selected contingency components on the academic performance of an intact middle-school class serving five male students with serious emotional disturbance (SED). During the initial intervention phase, students had to meet a randomly selected criterion (e.g., 80% or 90% class average) on daily spelling assignments to earn a randomly selected group reward. Mathematics and then English daily assignment performance were added to the program in subsequent phases, and target assignments (i.e., either spelling, mathematics, or English) and criterion were randomly selected. Results show educationally valid increases in academic performance as target assignments were added to the program.
Additional information
Notes on contributors
Joan Popkin
Joan Popkin received her Ph.D. in Education (School Psychology) from The University of Tennessee and currently is completing a post-doctoral internship in Houston. Her research interests include interventions designed to prevent behavioral problems.
Christopher H. Skinner
Christopher H. Skinner received his Ph.D. in School Psychology from Lehigh University in 1989 and is Professor and Coordinator of School Psychology Programs at The University of Tennessee. His research interests include prevention and remediation of children's academic and social problems, applied experimental research, behavioral assessment, and applied behavioral analysis. He is currently serving as co-editor of Journal of Behavioral Education.