LAUSR

ABSTRACT Both function-based interventions and group contingency strategies have been used by behavior analysts for multiple decades to both promote desired behavior and reduce challenging behavior. The current study assessed the comparative impact on off-task behavior of students with mild to moderate intellectual disabilities of interdependent group contingencies employing either function-matched or nonfunction-matched reinforcers during academic work periods. The results demonstrated that both versions had a positive impact in reducing off-task behavior, with some indication that the function-matched reinforcer condition may have been somewhat more effective. Limitations of the study are discussed along with suggestions for future research in this area.