The effects of dependent and interdependent group contingencies on socially appropriate responses in classes for emotionally handicapped children

The effects of group dependent and group interdependent reinforcement contingencies on the level of socially appropriate behaviors emitted by emotionally handicapped elementary school students were examined. The investigation employed an ABAC design with a systematic replication (ACAB) across a second classroom. The findings suggested that: (a) Both group dependent and group interdependent reinforcement contingencies were effective in incieasing the level of socially appropriate behaviors. (b) For Classroom II, group interdependent reinforcement contingencies more often resulted in higher rates of responding for individual subjects than did group dependent reinforcement contingencies. (c) Group interdependent contingencies were shown to set the occasion for cooperative behavior among class members designed to help each other achieve individual but interdependent goals.