THE EFFICACY OF ALL‐POSITIVE MANAGEMENT AS A FUNCTION OF THE PRIOR USE OF NEGATIVE CONSEQUENCES

Abstract

Previous work suggests that an all-positive approach to child management can be effective. The present investigation extends these findings by examining the efficacy of an enhanced all-positive management system in the absence of a history of negative consequences. The on-task behavior and academic performance of 8 first- through third-grade children with academic and/or behavioral problems were observed in the classroom. Results indicated that, in the absence of a history of negative consequences, enhanced positive consequences were not sufficient to maintain on-task rates or academic accuracy at acceptable levels. The addition of negative consequences resulted in an immediate increase in on-task behavior and academic accuracy; a primarily positive approach appeared to be successful in maintaining these gains following the gradual (as opposed to abrupt) removal of the negative consequences.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 98 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.