Power in the classroom V: Behavior alteration techniques, communication training and learning

Abstract

This study examined the relationship between differential use of Behavior Alteration Techniques (BATs) by teachers trained or untrained in communication in instruction and learning of students of varying quality levels. Results indicated that increased use of Immediate Reward from Behavior, Deferred Reward from Behavior, Self‐Esteem, and Teacher Feedback as well as decreased use of Punishment from Teacher, Legitimate‐Teacher Authority, Debt, Responsibility to Class, and Peer Modeling were associated with increased student learning. Results also indicated that appropriate training in communication in instruction may lead to more appropriate choices of BAT usage and increased student learning. The results of this investigation were found to be generally consistent with previous studies in this series.

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