REINFORCEMENT THERAPY IN THE CLASSROOM1

Bruce L. Baker

95 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Early Childhood Education and Development Child Therapy and Development

Abstract

Teachers were trained in the systematic use of attention and praise to reduce the disruptive classroom behavior of four first-grade children. Observation measures showed a significant improvement from baseline to treatment for these children and no significant changes for same-class controls. While the amount of teacher attention to target children remained the same from baseline to treatment, the proportion of attention to task-relevant behavior of these children increased. Psychological tests revealed no adverse changes after treatment.

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References

1966Case Studies in Behavior Modification.1968RULES, PRAISE, AND IGNORING: ELEMENTS OF ELEMENTARY CLASSROOM CONTROL1 1968EFFECTS OF TEACHER ATTENTION ON STUDY BEHAVIOR1 1966Research in behavior modification 1967The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems 1962THE ALTERATION OF BEHAVIOR IN A SPECIAL CLASSROOM SITUATION 1969Symptom treatment and symptom substitution in enuresis.

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2007The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors 1973THE EFFECT OF NONVERBAL TEACHER APPROVAL ON STUDENT ATTENTIVE BEHAVIOR1 1975The elimination of discipline problems through a combined school-home motivational system 1975Eliminating classroom disturbances of emotionally disturbed children by positive practice procedures 2015A Preliminary Investigation of Kindergarten Teachers’ Use of Praise in General Education Classrooms 1972BEHAVIOR MODIFICATION IN THE CLASSROOM: A REJOINDER TO WINETT AND WINKLER1

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