Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components

160 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders (2004, background): “It has been stated that research needs to be conducted to determine the effect of academically based interventions on inappropriate social behavior (Popkin & Skinner, 2003).”
Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria (2017, methodology): “Group contingencies may be particularly effective with poor-performing students (e.g., Popkin & Skinner, 2003).”
Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond (2005, background): “Recently, Popkin and Skinner (2003) showed how educators could combine interdependent group contingencies and randomly selected criteria, target behaviors, and reinforcers.”