A Review of the Use of Group Contingencies in Preschool Settings

Individual contingency management systems have been used successfully to improve behaviors in school settings—including preschools—but often come with associated challenges in time and personnel management. Group contingencies, in the form of independent, interdependent, and dependent contingencies,...

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Bibliographic Details
Published in:Topics in early childhood special education 2017-02, Vol.36 (4), p.230-241
Main Authors: Pokorski, Elizabeth A., Barton, Erin E., Ledford, Jennifer R.
Format: Article
Language:English
Subjects:
Behavior Modification
Classroom Techniques
Coding
Contingency Management
Early Childhood Education
Group Activities
Group dynamics
Individual Characteristics
Intervention
Literature Reviews
Preschool children
Preschool Education
Research Methodology
Rewards
Student behavior
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Summary:Individual contingency management systems have been used successfully to improve behaviors in school settings—including preschools—but often come with associated challenges in time and personnel management. Group contingencies, in the form of independent, interdependent, and dependent contingencies, have been used in preschools to address these challenges. Although current reviews exist on the positive effects of these interventions with older students, none exist to date on the effects on preschool children. The purpose of this review was to synthesize the research on the use of group contingencies in preschool classrooms. Clear trends emerged across studies regarding characteristics of participants, type of contingency used, intervention components, and rewards.
ISSN:0271-1214
1538-4845
DOI:10.1177/0271121416649935