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In this study, three variations of a withdrawal design were used to assess the effects that group instruction, peer-dyads, and peer-mediated accountability had on the number of trials performed, and how successful those trials were, during one-minute trials of volleyball skills. Peer-mediated accountability consisted of teacher-established goals, peer recording of performance, public posting of student performance, and special content-related activities that served as public recognition of achievement. Participants were 67 elementary school students in grades 4 through 6. Results indicated that students performed more trials and were generally more successful in the peer-mediated accountability condition than during either the peer-dyads or group instruction. Findings are discussed in terms of the contingent relation between tasks and consequences created by the peer-mediated accountability variable.

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.