An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time. Data revealed significant improvements in student behavior, providing support for implementation of group contingencies for students with EBDs in alternative educational settings and an example of feasible procedures and data collection methods.

Additional Metadata
Keywords EBD, Group contingencies, Middle school, Transitions
Persistent URL dx.doi.org/10.1037/spq0000202
Journal School Psychology Quarterly
Citation
Hawkins, R.O. (Renee O.), Haydon, T. (Todd), McCoy, D. (Dacia), & Howard, A. (2017). Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders. School Psychology Quarterly, 32(2), 282–289. doi:10.1037/spq0000202