An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems. Delivering rewards contingent upon participants’ average percent correct enhanced on-task behavior and percent correct on independent seatwork assignments; however, delivering rewards contingent upon participants’ on-task behavior yielded more consistent and larger increases in percent correct and on-task behavior. Neither group contingency resulted in consistent or meaningful changes in disruptive behavior. Theoretical and applied implications related to direct and indirect effects of interdependent group rewards are discussed along with directions for future research.

交替处理设计用于评估和比较两个相互依存的群体突发事件对社会研究班的八年级学生的学业成绩，任务行为和破坏性行为的影响。所有学生都被一所自给自足的另类学校录取，以应对有行为问题的学生。根据参与者的平均正确百分比，增强的任务行为和独立座位作业的正确百分比提供奖励；但是，根据参与者的在职行为来提供奖励会产生更一致，更正确和在职行为的百分比增加。两组意外事件均未导致破坏性行为的一致或有意义的变化。