Document Type
Article
Publication Date
2010
Abstract
An across-groups (classrooms), multiple-baseline design was used to investigate the effects of an interdependent group-oriented contingency on the Accelerated Reader (AR) performance of fourth-grade students. A total of 32 students in three classes participated. Before the study began, an independent group-oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group-oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups.
Recommended Citation
Pappas, Danielle N.; Skinner, Christopher H.; and Skinner, Amy L., "Supplementing Accelerated Reading with Class-wide Interdependent Group-Oriented Contingencies" (2010). Faculty Publications - Graduate School of Counseling. 26.
https://digitalcommons.georgefox.edu/gsc/26
Comments
Copyright © 2010 Wiley Periodicals, Inc., A Wiley Company
Originally Published by Psychology in the Schools