A comparison of group contingencies on academic compliance
First-graders work faster when the whole class can earn rewards, and they prefer systems where one randomly picked peer earns the prize for everyone.
01Research in Context
What this study did
The researchers compared two group reward systems in a first-grade class. One system gave each child tokens for finishing worksheets. The other let the class vote to pick one student who would earn the prize for everyone.
They flipped between the two systems four times. They counted how many kids started work within 30 seconds of the teacher's cue.
What they found
Both reward systems beat doing nothing. Work began faster and more kids took part.
The vote system won the popularity contest. When kids could choose, most said they liked the random pick better, even though the every-child-gets-tokens plan helped the most students each day.
How this fits with other research
Spilles (2026) adds competition to the mix. That study shows the Good Behavior Game works best when teams compete, not cooperate. Deshais focused on who earns the prize, while Spilles shows how teams are formed also matters.
May (2019) conceptually replicates the power of choice. May paired student-chosen tasks with teacher praise and saw big on-task gains. Deshais shows choice can also shape which group contingency kids accept.
Groves et al. (2019) eases a common worry. Their Good Behavior Game cut disruption without creating negative peer pressure. Deshais found the same friendly climate, even when only one random peer carried the group's reward.
Why it matters
You can boost compliance with either system, so let the class vote if buy-in feels shaky. Start with independent tokens to help the most kids, then switch to the random hero model once routines are strong. The thirty-second rule gives you a cheap, visible measure you can track with a clicker while you teach.
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Join Free →Begin math time by telling the class, 'If a large share of us start within 30 seconds, one mystery student will pick the prize for everyone.'
02At a glance
03Original abstract
We used a reversal design with an embedded multielement design to compare the effects of an independent group contingency and a randomized dependent group contingency on compliance with assigned literacy worksheets in a first-grade general education classroom. Nine participants were selected based on low levels of compliance in baseline or by teacher identification. Results indicated that both group contingencies increased compliance relative to baseline for the majority of participants. The independent condition produced higher levels of compliance for four students and the randomized dependent condition produced higher levels of compliance for one student. For four students, the two group contingencies were equally effective. A preference assessment indicated that the majority of target students preferred the randomized dependent condition and the majority of nontarget students preferred the independent condition. A number of potential explanations for our preference findings, including the possible role of obtained reinforcement, are discussed.
Journal of Applied Behavior Analysis, 2019 · doi:10.1002/jaba.505