An Application of the Group-Oriented Concurrent-Chains Arrangement
Let middle-schoolers choose their group contingency — they'll pick the independent one and still reduce disruption.
01Research in Context
What this study did
Researchers tested three group contingencies in a sixth-grade classroom. They used an alternating-treatments design to compare independent, interdependent, and dependent contingencies.
Each contingency lasted one class period. Students could vote for their favorite at the end of every session.
What they found
All three contingencies cut disruptive behavior below baseline levels. Most students picked the independent contingency when they had a choice.
The independent plan let each student earn points for their own good behavior. No one lost points because of classmates.
How this fits with other research
Hursh et al. (1974) showed that adding group contingencies to classroom rules beats rules alone. Vargo's team built on that by letting kids pick which group plan they liked best.
Gulboy et al. (2025) later used the Good Behavior Game with inclusive middle-school classes. Both studies found large drops in disruption, but Vargo gave students the wheel.
Conyers et al. (2004) also used an alternating-treatments design, yet with preschoolers and different tactics. The shared design lets you compare speed of effect across ages.
Why it matters
Give your middle-schoolers a voice. Run all three group contingencies for a week, then let them vote. They will likely choose the independent one, stay engaged, and keep disruption low with less grumbling about peer mess-ups.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Post the three brief contingency rules, track disruption for one period each, then hold a student vote and adopt the winner.
02At a glance
03Original 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.
Behavior Analysis in Practice, 2019 · doi:10.1007/s40617-018-00286-6