Class-wide academic performance can be increased by overlaying existing instructional and classroom management procedures with supplemental interdependent group-oriented bonus rewards. The bonus reward strategies may be particularly effective for under-motivated, low-performing students. When applying supplemental interdependent group-oriented…

Classroom teachers are responsible for providing high-quality instruction to multiple students simultaneously. When students engage in problem behaviors, instructional quality and instructional time may be negatively impacted. A multiple schedule of reinforcement is a behavioral intervention strategy that allows teachers to signal to students…

This article provides a conceptual framework for using fixed-interval praise delivery in the educational setting. Fixed-interval praise delivery can be conceptualized as an antecedent-based strategy that disrupts the natural behavior to contingency relationship in a four-term contingency model (Establishing…

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging…

The use of extinction procedures or the discontinuation of reinforcement following a behavior targeted for reduction is often used to enhance the efficacy of behavioral interventions. Unfortunately, the application of extinction procedures is associated with several side effects that can produce potentially harmful and counterproductive outcomes.…

Group contingencies are effective classroom-based interventions that can be used to increase the academic engagement of students with disabilities. This article defines and outlines examples of dependent, independent, and interdependent group contingencies. In addition, tips for success, including making reinforcement accessible to students,…

Presented is a list of reinforcers appropriate for use in contingency management systems with secondary-level students with disabilities. The reinforcers are organized into the following categories: edible reinforcers, tangible reinforcers, activity reinforcers, social reinforcers, and group reinforcement. Suggestions are provided for using the…

Contingency packages can be incorporated into classroom management techniques for reluctant learners (who may have already experienced failure in education) to encourage enthusiasm and motivation for learning. Suggestions are provided for implementing programs using a robot or football concepts. (CB)

The following stages in planning a token economy with students having behavior problems are discussed: (1) identifying target behaviors; (2) specifying and selecting reinforcers; (3) identifying token types and schedules; (4) planning token distribution and redemption; (5) initiating and implementing the token economy system; and (6) planning…

A case study is presented of a seven-year-old girl with severe to profound mental retardation who exhibited excessive handmouthing. Contingent sensory reinforcement was successfully used to reduce her handmouthing to substantially lower levels. (Author/JDD)

Special education teachers should involve their students in developing and implementing a successful contingency management system by including them in such activities as selecting target behaviors, choosing reinforcers, writing and reviewing behavioral contracts, and evaluating the system. Guidelines are presented for eliciting student attitudes…

The Time on Computer program rewards students with emotional disabilities in grades 4-5 by allowing them to use the classroom computer and printer contingent on appropriate behavior. The program was merged with a classroom "Ladder System" which encourages self-management via privileges and restrictions. The program effects behavior improvement…