Behavioral Interventions for Increasing Group Engagement in K-12 Classrooms: A Systematic Review and Meta-Analysis

Abstract

This systematic review and meta-analysis synthesized the body of research on behavioral interventions for improving group engagement. Fifty studies were included ( n = 10 group designs; n = 40 single case designs [SCDs]). Most research on interventions to improve group engagement was conducted in elementary and middle school general education settings. Class-Wide Function-Related Intervention Teams ( n = 6), the Good Behavior Game ( n = 6), Tootling ( n = 8), and multicomponent approaches ( n = 9) were the most commonly reported intervention types. Antecedent strategies that were most commonly embedded in behavioral interventions to increase group engagement were goal setting ( n = 29), precorrections ( n = 24), and teaming ( n = 15). Consequence strategies included group contingencies ( n = 34), points ( n = 21), tangible rewards ( n = 35), and teacher-delivered praise ( n = 24). Meta-analyses of the effect size estimates from SCD studies (SMD = 2.28) and group design studies ( g = 1.69) indicated an overall large and positive effect of the included interventions on group engagement. This effect was not moderated by grade level, inclusion of students with disabilities, number of antecedent or consequence components, or inclusion of a group contingency. Implications for researchers and practitioners are discussed.