A comparison of individual and group contingency systems in a first‐grade class
Date of Original Version
Individual and group management programs have been reported to be effective methods of reducing off‐task behaviors; however, few studies have empirically contrasted the two intervention programs. Utilizing a multielement design, individual and group contingency systems were found to significantly reduce disruptive‐unacceptable behaviors in a first‐grade classroom, compared to baseline‐reversal conditions. Teacher control statements also were significantly decreased within the treatment programs. No differences were found between the group and individual phases in reduction of student off‐task behaviors or teacher control statements. Copyright © 1979 Wiley Periodicals, Inc., A Wiley Company
Publication Title, e.g., Journal
Psychology in the Schools
Solomon, Richard, and Thomas F. Tyne. "A comparison of individual and group contingency systems in a first‐grade class." Psychology in the Schools 16, 2 (1979): 193-200. doi: 10.1002/1520-6807(197904)16:2<193::AID-PITS2310160207>3.0.CO;2-P.