Comparing Independent and Interdependent Group Contingencies: A Systematic Replication

This study replicated Speltz et al. Journal of Applied Behavior Analysis, 15, 533–544, (1982) by comparing the effects of independent and interdependent group contingencies on arithmetic performance among Brazilian fourth graders (N = 20). Students were divided into five mixed groups, including low-, average-, and high-performing students. For students with average performance, correct responses to addition and subtraction problems increased significantly under both the independent and interdependent contingencies compared to baselines, with no significant difference between contingencies. High performers showed a considerable difference in correct responses between the baselines and the interdependent contingency. Low performers did not systematically improve their performance with either contingency. Overall, the results generally replicated those of Speltz et al. Journal of Applied Behavior Analysis, 15, 533–544, (1982), except for the low-performing students.