THE EFFICACY OF AN ALL‐POSITIVE APPROACH TO CLASSROOM MANAGEMENT

Linda J. Pfiffner · Lee A. Rosén · Susan G. O'Ĺeary

91 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Early Childhood Education and Development Education Discipline and Inequality

Abstract

This study addressed the question of whether an all-positive approach to classroom management can be effective. The on-task behavior and academic performance of eight, second- and third-grade children with behavior problems were examined. Results indicated that an all-positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on-task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.

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1967The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems 1975NATURAL RATES OF TEACHER APPROVAL AND DISAPPROVAL IN THE CLASSROOM 1984The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students 1974REWARD VERSUS COST TOKEN SYSTEMS: AN ANALYSIS OF THE EFFECTS ON STUDENTS AND TEACHER 1972SIDE EFFECTS OF EXTINCTION PROCEDURES IN A REMEDIAL PRESCHOOL1 1983NATURALISTIC ASSESSMENT OF CHILDREN'S COMPLIANCE TO TEACHERS' REQUESTS AND CONSEQUENCES FOR COMPLIANCE 1971THE TEACHER AS OBSERVER AND EXPERIMENTER IN THE MODIFICATION OF DISPUTING AND TALKING‐OUT BEHAVIORS1 1982AN ANALYSIS OF SOME VARIABLES INFLUENCING THE EFFECTIVENESS OF REPRIMANDS

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