In this study, we examined the effectveness of independent and interdependent group contingency to apply to the academic performance of students with developmental disorders enrolled in high school classes. In addition, the study also empirically addressed side effects with regard independent and interdependent group contingency. As a result, the application of independent and interdependent group contingency was effective in the overall occurrence of academic performance, including students with developmental disorders. On the other hand, when independent group contingency was applyed in writing test scene, some of students gave up the occurrence of academic behavior achieving the criteria to be reinforced. In addition, in the group learning situation, many students were found sabotage behavior after they achieve the criteria. We discussed the way of improbement on these issues and procedure to express positive side effect on group contingency. CORRESPONDING AUTHOR: Kazusa Wakabayashi, master's degree, The joint graduate school in science of school education, Hyogo university of teacher education, Simokume, Kato, 6731494; j195175m@gmail.com PSW-173 THE RELATIONSHIP BETWEEN THE TWICE-APPLICATION METHOD OF THE TREE-DRAWING TECHNIQUE AND EGO IDENTITY Sato Hideyuki, MD and Nagai Satoru, PhD Rissho University, Shinagawa-ku, Tokyo, Japan.