Application of Group Contingencies to Group Work by High School Students with Developmental Disabilities

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  • WAKABAYASHI Kazusa
    Joint Graduate School in Science of School Education, Hyogo University of Teacher Education
  • KATO Tetsubumi
    Clinical Psychology, Health Care and Special Support Education, Joetsu University of Education

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  • 発達障害のある高校生が参加するグループ学習での集団随伴性の適用

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Abstract

The present study assessed effects of intervening in a group-learning situation in 3 high school classrooms. Each class included some students with developmental disabilities. Independent or interdependent group contingencies were applied in these classes in order to examine how effectively group contingencies increased the learning behavior of the students with developmental disabilities. In addition, the present study examined which type of group contingency affected interactions in group learning. Moreover, the acceptability of the treatment by the teacher who applied the group contingencies in her classes was assessed before and after the intervention. The results showed that the application of either interdependent or independent group contingencies effectively improved the learning behavior of the entire class, including the students with developmental disabilities. The teacher reported high treatment acceptability after the intervention. However, changes in the amount of interaction between the students with developmental disabilities and their peers were not measured in the present study. Applying the interdependent group contingency resulted in some problem behaviors such as sabotage. On the basis of the present results, procedures necessary to enhance effectiveness of group contingencies and to generate positive side effects were discussed.

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