From the principles of reinforcement and punishment established by operant conditioning, there have been a variety of different behavior modification methods explored. Group contingencies are one of these behavior modification procedures that can be applied at a class-wide level by teachers who are seeking to improve student behavior as a group or individually. The three types of group contingencies are independent, interdependent, and dependent group contingency. Additional components, such as randomization within a group contingency, have been seen to further the effectiveness of behavioral strategies. A novel independent group contingency that has recently been investigated and demonstrated some promise as a classroom intervention is The Classroom Password. Following the implementation of The Classroom Password intervention with randomization components, student behavior on a class-wide and individual target student level demonstrated an increase in academically engaged behavior (AEB) and a decrease in disruptive behavior (DB) and passive off-task behavior (POT).
","abstract_html":"<p>From the principles of reinforcement and punishment established by operant conditioning, there have been a variety of different behavior modification methods explored. Group contingencies are one of these behavior modification procedures that can be applied at a class-wide level by teachers who are seeking to improve student behavior as a group or individually. The three types of group contingencies are independent, interdependent, and dependent group contingency. Additional components, such as randomization within a group contingency, have been seen to further the effectiveness of behavioral strategies. A novel independent group contingency that has recently been investigated and demonstrated some promise as a classroom intervention is The Classroom Password. Following the implementation of The Classroom Password intervention with randomization components, student behavior on a class-wide and individual target student level demonstrated an increase in academically engaged behavior (AEB) and a decrease in disruptive behavior (DB) and passive off-task behavior (POT).</p>","abstract_has_math":false,"creators":["Maxime, Emily"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Zachary LaBrot","Emily DeFouw","Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-01T08:00:00Z","date_published":"2023-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["group contingency","independent group contingency","Classroom Password","Applied Behavior Analysis","Child Psychology","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1016","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zachary LaBrot","Emily DeFouw","Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Maxime, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-08T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["group contingency","independent group contingency","Classroom Password","Applied Behavior Analysis","Child Psychology","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1016"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["From the principles of reinforcement and punishment established by operant conditioning, there have been a variety of different behavior modification methods explored. Group contingencies are one of these behavior modification procedures that can be applied at a class-wide level by teachers who are seeking to improve student behavior as a group or individually. The three types of group contingencies are independent, interdependent, and dependent group contingency. Additional components, such as randomization within a group contingency, have been seen to further the effectiveness of behavioral strategies. A novel independent group contingency that has recently been investigated and demonstrated some promise as a classroom intervention is The Classroom Password. Following the implementation of The Classroom Password intervention with randomization components, student behavior on a class-wide and individual target student level demonstrated an increase in academically engaged behavior (AEB) and a decrease in disruptive behavior (DB) and passive off-task behavior (POT).
"]},{"key":"dc:title","label":"Title","values":["THE CLASSROOM PASSWORD GROUP CONTINGENCY WITH RANDOMIZED REINFORCERS"]}]}],"canonical_facts":{"dc:contributor":["Zachary LaBrot","Emily DeFouw","Brad Dufrene"],"dc:creator":["Maxime, Emily"],"dc:date.available":["2023-12-08T08:00:00Z"],"dc:description.abstract":["From the principles of reinforcement and punishment established by operant conditioning, there have been a variety of different behavior modification methods explored. Group contingencies are one of these behavior modification procedures that can be applied at a class-wide level by teachers who are seeking to improve student behavior as a group or individually. The three types of group contingencies are independent, interdependent, and dependent group contingency. Additional components, such as randomization within a group contingency, have been seen to further the effectiveness of behavioral strategies. A novel independent group contingency that has recently been investigated and demonstrated some promise as a classroom intervention is The Classroom Password. Following the implementation of The Classroom Password intervention with randomization components, student behavior on a class-wide and individual target student level demonstrated an increase in academically engaged behavior (AEB) and a decrease in disruptive behavior (DB) and passive off-task behavior (POT).
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1016"],"dc:subject":["group contingency","independent group contingency","Classroom Password","Applied Behavior Analysis","Child Psychology","School Psychology"],"dc:title":["THE CLASSROOM PASSWORD GROUP CONTINGENCY WITH RANDOMIZED REINFORCERS"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T05:45:47Z"}