Document Type

Article

Journal/Book Title/Conference

Journal of Behavioral Disorders

Volume

30

Issue

2

Publication Date

2005

First Page

170

Last Page

184

Abstract

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.

Comments

Originally published by Council for Children with Behavioral Disorders.

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