Using variable interval reinforcement and dependent group contingencies to increase on-task behavior in a general education classroom

The use of variable interval reinforcement and dependent group contingencies to increase the on-task behavior of students in general education classrooms was investigated. The study was conducted in general education third and fourth grade classrooms with 31 and 33 students, respectively. The intervention, which consisted of a classroom-wide program in which students could gain access to preferred items/activities contingent upon being on-task at random times that were unknown to them, was implemented when the students were working on mathematics. A multiple baseline design across classrooms was used to evaluate intervention effects. In addition, social validity measures were utilized to determine the extent to which the intervention was judged to be feasible for teachers to implement and acceptable to students