This study of two groups of four children (ages 6-9) with learning disabilities evaluated the effects of two contingencies (independent and interdependent) on the learning of students with learning and behavioral disabilities when conducted in small groups with constant time delay. Measures were collected on the rapidity with which children learned under the two contingencies, the amount of observational learning that occurred, and the extent to which students acquired additional information that was included in the feedback for correct responses. The results indicate that: (a) both instructional arrangements were effective with all students and all behaviors; (b) the independent contingency condition resulted in more rapid learning than the interdependent contingency; (c) students acquired nearly all of the behaviors taught to their group members, but it was not differentially affected by the two contingencies; (d) students acquired some of the additional information presented in feedback events, but it also was not differentially affected by the two contingencies; (e) when one group was presented with written words and verbal definitions, more learning clearly occurred on the written work than on the definition of the word. Attached charts shows each participant's responses on the interdependent and independent contingencies. (Contains 24 references.) (Author/CR)