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Area of Science:

  • Educational Psychology
  • Behavioral Interventions

Background:

  • Student academic engagement is crucial for learning.
  • Traditional interventions may not sufficiently motivate all students.
  • Self-management and group contingencies offer alternative behavioral strategies.

Purpose of the Study:

  • To evaluate the effectiveness of an independent group contingency (GC) combined with self-management and randomized reinforcers.
  • To increase written output and active classroom responding in high school students.

Main Methods:

  • Implemented a group contingency (GC) with self-management and randomized reinforcers.
  • Students utilized self-monitoring for behavior tracking.
  • A token economy system provided positive reinforcement.
  • Participants included 15 students in three remedial reading classes.

Main Results:

  • The intervention significantly increased the total words written in reading logs.
  • Overall classroom and individual academic engagement showed marked improvement.
  • Visual inspection of graphs and effect size computations supported the findings.

Conclusions:

  • The combined intervention effectively enhanced academic engagement and written output.
  • Group contingencies, self-management, and randomized reinforcers are viable strategies for improving student behavior.
  • This approach shows promise for supporting students in remedial academic settings.