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Three group-oriented contingency systems (interdependent, dependent, and independent) were compared in a modified reversal design to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of educable mentally retarded children. Interpendent and dependent group-contingency systems were more effective than independent contingencies in controlling disruptive behavior. Sequential ordering of contingency phases did not allow one to completely rule out carry-over effects; however, it was unlikely that the independent contingency phases were rendered ineffective due to their positioning in the treatment sequences. The roles of group cooperation, peer reinforcement, and informational feedback in the success of group-oriented contingency systems are discussed.
Gresham et al. (Thu,) studied this question.
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