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Group Contingency Interventions For Classroom Behavior Management: A Systematic Review Of The Literature 2011-2016, Danielle M. Crawford Duff

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this review was to evaluate the current literature base on the use of group contingency interventions to determine whether there is sufficient empirical evidence to recommend the practice for behavior management in K-12 classrooms. Studies were evaluated based on standards proposed by the What Works Clearinghouse. The results of the review indicate support for group contingencies as an evidence-based practice and highlight a need for increased experimental rigor and more detailed reporting to determine whether the interventions are effective and for which populations or settings they are most appropriate.