A SYSTEMATIC REVIEW OF GROUP CONTINGENCIES TO DECREASE DISRUPTIVE BEHAVIORS IN ADOLESCENT AGE STUDENTS

Abstract

Group contingency interventions are supported by research as an effective way to improve classroom behavior, but studies often have focused on the effects of group contingencies in elementary school settings. This systematic review of the current literature was conducted to investigate the author-reported outcomes and social validity outcomes of group contingency interventions used to decrease disruptive behaviors and increase academic engagement during class instruction for adolescent age students. The methodological rigor of included studies was evaluated. Results of the review of the literature revealed that group contingency interventions decrease challenging disruptive behaviors and increase desired academic engagement for adolescent students, and that studies of this intervention had high methodological rigor. Social validity outcomes indicate group contingency interventions are accepted by both teachers and students. Implications for researchers and professionals are discussed in light of some limitations.