Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little research has been conducted to examine whether differential outcomes are associated with the type of reward used (known or mystery). The purpose of this study was to examine the differential effects of known versus mystery rewards on the SI of preschool children with and without MSD within an independent group contingency. The findings indicated that although there were no differences in levels of SI between reward types, both were superior to the baseline condition and were viewed as socially valid by classroom teachers and naive raters. In addition, this study was conducted with high methodological quality exceeding that of previous group contingency research conducted in preschool settings and of other studies examining the differential effects of known and mystery rewards. The results provide meaningful information regarding practices that support children with MSD and add to the group contingency literature.

中文翻译：

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评估已知奖励和神秘奖励在基于学前班的团体突发事件中的不同影响

团体突发事件已成功用于在多种环境中改变具有不同特征的儿童的各种行为。然而，这些干预措施并未用于增加正常发育的儿童与患有多重或严重残疾 (MSD) 的儿童之间的社交互动 (SI)。此外，很少有研究来检查不同的结果是否与所使用的奖励类型（已知或神秘）有关。本研究的目的是在一个独立的小组突发事件中检查已知奖励和神秘奖励对患有和不患有 MSD 的学龄前儿童的 SI 的不同影响。研究结果表明，尽管奖励类型之间的 SI 水平没有差异，两者都优于基线条件，并且被课堂教师和天真的评估者视为具有社会有效性。此外，这项研究的方法学质量高，超过了之前在学龄前环境中进行的小组应急研究和其他研究已知和神秘奖励的不同影响的研究。结果提供了有关支持 MSD 儿童的实践的有意义的信息，并添加到团体应急文献中。