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Behavior Analysis in Practice

, Volume 12, Issue 2, pp 310–319 | Cite as

An Application of the Group-Oriented Concurrent-Chains Arrangement

  • Kristina K. VargoEmail author
  • Kathleen Becknell
Research Article

Abstract

Group contingencies are a set of behavior management procedures used to improve the behavior of several students simultaneously. Despite evidence supporting the effectiveness of each group contingency in managing academic and challenging behaviors, the decision to select one group contingency over another may be difficult for teachers, especially if similar efficacy is found. In this study, we compared the effectiveness of three group contingencies on disruptive behavior with 13 typically developing eighth-grade students. Results showed that all three group contingencies reduced levels of disruptive behavior from baseline levels. We then assessed the students’ individual preferences for the group contingencies using a group-oriented concurrent-chains procedure. Most students showed preference for one of the group contingencies, and most preferred the independent group contingency. These results demonstrated that the group-oriented concurrent-chains procedure was an effective and efficient method of identifying individual preferences for behavior-change procedures in a classroom setting.

Keywords

Concurrent-chains arrangements Group contingencies Preferences 

Notes

Funding

This study was not funded.

Compliance with Ethical Standards

Conflict of Interest

Kristina K. Vargo declares that she has no conflict of interest. Kathleen Becknell declares that she has no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Association for Behavior Analysis International 2018

Authors and Affiliations

  1. 1.School of Teaching and LearningSam Houston State UniversityHuntsvilleUSA

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