This study examined the effects of a dependent group contingency to increase positive verbal interactions among nine middle school-aged males in a self-contained classroom. Prior to implementing the group contingency, the students received social skills instruction. A withdrawal experimental design was then used to evaluate the effects of the dependent group contingency. Students' positive verbal interactions increased and negative verbal interactions decreased with the implementation of the dependent group contingency. When the group contingency was faded, positive and negative interaction levels were maintained. The results are discussed in terms of developing positive interaction skills among youth with emotional disturbance and the application of dependent group contingencies with these students.
Article
Effects of a Dependent Group Contingency on the Verbal Interactions of Middle School Students with Emotional Disturbance
Journal of Behavioral Disorders
Document Type
Article
Publication Date
1-1-2005
Disciplines
Abstract
Citation Information
Hansen, S., & Lignugaris/Kraft, B. (2005). Effects of a Dependent Group Contingency on the
Verbal Interactions of Middle School Students with Emotional Disturbance. Journal of Behavioral Disorders. 30(2), 170-184.
Originally published by Council for Children with Behavioral Disorders.