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THE EFFICACY OF AN ALL‐POSITIVE APPROACH TO CLASSROOM MANAGEMENT

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References

1967The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems334 cited
1975NATURAL RATES OF TEACHER APPROVAL AND DISAPPROVAL IN THE CLASSROOM275 cited
1984The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students123 cited
1974REWARD VERSUS COST TOKEN SYSTEMS: AN ANALYSIS OF THE EFFECTS ON STUDENTS AND TEACHER111 cited
1972SIDE EFFECTS OF EXTINCTION PROCEDURES IN A REMEDIAL PRESCHOOL1111 cited
1983NATURALISTIC ASSESSMENT OF CHILDREN'S COMPLIANCE TO TEACHERS' REQUESTS AND CONSEQUENCES FOR COMPLIANCE105 cited
1971THE TEACHER AS OBSERVER AND EXPERIMENTER IN THE MODIFICATION OF DISPUTING AND TALKING‐OUT BEHAVIORS1104 cited
1982AN ANALYSIS OF SOME VARIABLES INFLUENCING THE EFFECTIVENESS OF REPRIMANDS101 cited

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2020Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour71 cited
2008Classroom Universals to Prevent Problem Behaviors

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2003Positive psychology and externalizing students in a sea of negativity60 cited

2002Influencing graduate students' classroom achievement, homework habits and motivation to learn with verbal praise55 cited

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2016The Impact of Universal Teacher Practices and Function-based Behavior Interventions on the Rates of Problem Behaviors among At-risk Students32 cited