Strategy: Using Group Contingencies

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Overview
Using group contingencies in the classroom involves setting a common behavioral expectation for an entire class or groups of students and then providing a common positive outcome when the students engage in the expected behavior. This is often paired with the use of token economies, where students earn tokens (e.g., points, stickers, marbles) that can be redeemed for a reinforcing experience of some kind (e.g., desired item, preferred activity).
Purpose
Using group contingencies and token economies can increase student attention and positive behaviors and decrease disruptive behavior in classrooms. Planned group contingencies also assist teachers with increasing the use of praise with students.
There are five elements to creating an effective group contingency:

1) Determine problem behaviors using baseline data.

2) Teach behavioral expectations that can be used instead of problem behaviors and how these behaviors will earn rewards (reinforcers).
3) Determine appropriate and effective reinforcers.
4) Provide reinforcers to student groups for displaying appropriate behaviors.
5) Continue to implement the contingency, changing reinforcers as necessary, until behavior improvement goals are met.

How To

How to Plan and Implement a Group Contingency

  1. First, gather baseline information about the number and types of misbehaviors that occur regularly in your classroom. You will use these data to determine which behaviors you want to work on and to set goals.
  2. Second, decide which behaviors you wish to reinforce and the method you’ll use to do so. You can choose to “catch” students exhibiting the chosen behavior and then reinforce it, or you can reinforce for the absence of chosen misbehaviors.
  3. Third, determine reinforcers that will be effective for your class. See the “Identifying Reinforcers for the Classroom” strategy for more information. You should stick to the categories of “edibles, tangibles, and activities” for whole-class reinforcers.
  4. Fourth, teach the students the behavioral expectations and the “rules” of the contingency.
  5. Finally, implement the contingency, making sure to provide plenty of feedback to students.

Example Video:

The Good Behavior Game: Rule – No Talking

Video Prompts: 

  • Notice how the teacher introduces the game to the class and breaks them into groups.
  • The Good Behavior Game helps teach student self-regulation by having them inhibit or not display misbehavior. If misbehavior occurs, the team earns a point.
  • Notice how the teacher explains the rule for that day.
  • The teacher also lets the student know how long the game will occur and what the reward will be for the team with the fewest points.
  • Notice that the teacher allows the students to ask questions before the game begins.
  • Notice that the teacher provides the reward immediately at the end of the game.
  • What did you like about how this teacher used the Good Behavior Game?
  • How might you use the Good Behavior Game in your classroom?

Strategy Tool

Using Group Contingencies - Strategy Tool
Use the Good Behavior Game strategy tool to plan the implementation of a group contingency for your classroom.

Reflection

Using Group Contingencies - Reflection
Take a moment to make sure your plan for using the group contingency is going to work.

Goal Setting

Using Group Contingencies - Goal Setting

Use the following form to set your group contingency goals.

References to Other Relevant Resources:

Bowman-Perrott, L., Burke, M. D., Zaini, S., Zhang, N., & Vannest, K. (2016). Promoting positive behavior using the Good Behavior Game: A meta-analysis of single-case research. Journal of Positive Behavior Interventions, 18(3), 180-190.

Ebry, D. (2002). The Good Behavior Game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5, 273-297.

Maggin, D. M., Johnson, A. H., Chafouleas, S. M., Ruberto, L. M., & Berggren, M. (2012). A systematic evidence review of school-based group contingency interventions for students with challenging behavior. Journal of School Psychology, 50(5), 625-654.

Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. New York, NY: Guilford Press.