In situations where using individual contingencies is impractical or when a group’s behavior needs to be addressed quickly, group contingencies are often used. These contingencies are often employed in classrooms to reduce problem behavior, increase academic achievement, and capitalize on peer influence. Research has supported the use of group contingencies as effective methods of altering behavior.
One common independent group contingency, corporal punishment, continues to be scrutinized in the public school sector. According to The New York Times (Caron, 2018), the use of corporal punishment has been banned in a number of facilities and organizations but continues to be legal in 19 states. The use of corporal punishment has declined over the years. However, in areas where corporal punishment is still used, the punishment is not distributed equally, and this disparity is a cause for concern about its use.
For this Discussion, you will identify examples of group contingencies. Then, you will analyze the strengths and limitations of group contingencies.
Reference:
Caron, C. (2018, December 13). In 19 states, it’s still legal to spank children in public schools. The New York Times. https://www.nytimes.com/2018/
- Review the Learning Resources for this week, including the required weekly media program, to gain an understanding of group contingencies. Note: It is critical for you to review the media for this week prior to completing this Discussion.
Requirements: One Page
Post responses to the following:
Identify and give an example of the following group contingencies:
- Independent
- Dependent
- Interdependent
Explain the strengths and limitations of each group contingency example.
Answer preview
Another example is dependent group contingency. These are reward systems based on a few selected children within the class. When the few selected children earn the set goal token, they then trade it for the group’s reinforcement. When a particular student does not care about the group contingency, other independent individuals’ contingency might be needed (Caron, 2018). For example, a teacher who works with emotional and behavioral disorders might tell the class to wash their hands immediately after the washroom to get a dance session at the end of the class lesson. In the end, the teacher calls out the names who participated in the behavioral practice to lead others in the dance session without mentioning those who did not participate (Mruzek, Cohen, & Smith, 2007). This type of group
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