Promoting student success with group contingencies
It’s March, and spring break is around the corner. Teachers and students are looking forward to the warmer weather and spending time outside. These final months of school can affect classroom behavior as students become excited about the approaching end of the school year. How can teachers encourage students to remain focused, engaged, and on-task before, during, and after classroom instruction? Group contingencies are one way educators can support students to be academically and behaviorally successful.
What are group contingencies?
Group contingencies are used to reinforce groups of students when they exhibit expected/targeted behavior(s). If a group of students meets the goal of demonstrating the expected behavior, then the group receives an identified reward (Tennessee Behavior Supports Project, n.d.). In addition, group contingencies support High Leverage Practices (HLP) for students with disabilities, specifically HLP 7, “Establish consistent, organized, and responsive learning environments” and HLP 8, “Provide positive and constructive feedback to guide students’ learning” (Council for Exceptional Children, n.d.). Teachers can choose from three types of group contingencies:
- Dependent: The group reward is dependent on one or more selected students in the group meeting the behavioral goal. When choosing this type of contingency, it is recommended to keep the identity of the student(s) anonymous (Beaver et al., 2022; Harris, n.d.).
Example: The teacher awards the group one point each time Lindsay completes her work within the allotted time.
- Independent: Members of the group receive the reward if they individually demonstrate the targeted behavior and achieve the goal that is established for the group (Simply Special Ed., n.d.; Tennessee Behavior Supports Project, n.d.).
Example: Each time a student in the group raises his/her hand before speaking, s/he is awarded one sticker toward the goal of ten stickers.
- Interdependent: An interdependent contingency is the easiest contingency to implement. The behavior of the group determines if the group earns the reward. When the goal is met, members of the group receive the reward. This type of contingency encourages students to work together and support each other (Beaver et al., 2022; Harris, n.d.; Tennessee Behavior Supports Project, n.d.).
Example: One point is awarded when all group members submit their homework on time.
What are the benefits of implementing group contingencies?
All students, including students with disabilities, benefit when teachers implement group contingencies to improve classroom behavior. Beaver et al. (2022), Chow & Gilmour (2016), Harris (n.d.), and Thorne & Kamp (2008) highlight these benefits of implementing group contingencies:
- Group contingencies are easy to implement and more efficient than individual rewards or recognition.
- Teachers’ attention to appropriate behavior increases as they provide positive feedback to students/groups for demonstrating the expected/targeted behavior(s).
- Group contingencies encourage positive peer interactions.
- Student academic and social outcomes can improve.
- Group contingencies provide opportunities for students in the general education classroom to receive reinforcement from the teacher and the actions of their peers.
- Cooperation among students is encouraged through the use of group contingencies as the entire group works toward a common goal.
How do I get started implementing group contingencies?
Designing a group contingency for the classroom is something any educator can do. Chow & Gilmour (2016), ibestt (2017), and Tennessee Behavior Supports Project (n.d.) suggest these tasks when preparing for and implementing group contingencies in the general education classroom:
1. Determine the target behavior.
a. State the behavior in positive terms (e.g., raise your hand before speaking, complete assignments on time, remain on task during instruction).
b. Explicitly teach the behavior to the students (i.e., explain the behavior, demonstrate/model it, provide practice, give specific feedback).
2. Choose the student groups.
a. Groups/Teams can be determined by proximity to where students sit.
b. Ensure everyone knows which group/team s/he is a member.
3. Select the group contingency (i.e., dependent, independent, interdependent).
a. Interdependent is easier to implement with a larger number of students; additionally, it encourages collaboration with other group members.
4. Set a behavior goal.
a. Start with a goal that is easy for students to achieve.
b. Decide how data will be collected (e.g., tally marks, stickers) when the target behavior is exhibited.
5. Choose the reward the students will earn/work toward.
a. Survey students to find out what they prefer for rewards; vary the reward to keep students interested and motivated.
6. Provide feedback to students/groups/teams for demonstrating the targeted behavior.
a. Use behavior specific praise to reinforce the expected behaviors.
7. Determine a schedule for the contingency.
a. What is the length of the contingency (e.g., during Math independent work time, during transition time, when small groups are meeting)?
b. Identify how often you will give points/tally marks/stickers. After small group time? At the end of the day? Before lunch?
c. When can students access their reward? Preferably, it is provided immediately. If not, communicate when they will receive it.
8. Evaluate the group contingency.
a. Is it working? How do you know?
b. Do you need to do anything differently (e.g., reteach the targeted behavior, change the reward)?
Everyone wants students to experience academic, behavioral, and social success. Group contingencies contribute to students’ success by rewarding groups or teams for exhibiting the expected classroom behavior(s). Consider implementing a group contingency in your classroom to build collaboration and community while improving student outcomes.
References
Chow, J. & Gilmour, A.F. (2016). Designing and implementing group contingencies in the classroom: A teacher’s guide. Teaching Exceptional Children, (48)3, 137-143.
Council for Exceptional Children. (n.d.). The structure (4 Domains/22 HLPs). High Leverage Practices for Students with Disabilities.
Harris, T. J. (n.d.). Group contingencies promote cooperation, improve behavior. May Institute.
ibestt. (2017). Intervention guide: Group contingencies. University of Washington.
Simply Special Ed. (n.d.). Pros and cons of whole group contingencies. Simply Special Ed.
Thorne, S. & Kamps, D. (2008). The effects of a group contingency intervention on academic engagement and problem solving of at-risk students. Behavior Analysis in Practice 1(2), 12-18.
For more information, contact Chris Frawley ([email protected]), Program Specialist, T/TAC at VCU.
Categories Behavior, Inclusive Practices