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Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
The effects of a group contingency intervention on academic engagement and problem behavior of at-risk students
Stephanie Thorne1, Debra Kamps
1Community Living Opportunities.
Abstract:
A successful learning environment can be characterized by actively engaged students displaying appropriate student behavior. We implemented a group contingency intervention as a novel component to a school-wide behavior management system to decrease the frequency of inappropriate behaviors and, conversely, increase the academic engagement of students in four elementary school classrooms. Twelve students with behavioral risks served as target students to monitor effects. A reversal design was implemented to evaluate behaviors across experimental conditions. Results indicated that the frequency of inappropriate behaviors decreased and academic engaged time increased for all 12 participants. These results suggested that the group contingency was an effective class-wide intervention. Implications for research and practice are discussed.
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