The effects of reciprocal peer management and group contingencies on the arithmetic proficiency of underachieving students

Abstract

The present study evaluated the effectiveness of reciprocal peer-management procedures and group-reinforcement contingencies as a means of increasing arithmetic proficiency. Fifteen underachieving fifth- and sixth-grade students were trained to use peer-management procedures within a group context. Group rewards were delivered contingent on the performance of the whole group. An ABAB withdrawal design with 3 weeks of maintenance data was used to evaluate this intervention. The findings indicated that the students used the procedures accurately and that these procedures resulted in improved arithmetic performance. Social validity and sociometric data supported the efficacy of treatment gains. The equivocal generalization data were discussed with suggestions for future research.