Premium
Increasing appropriate classroom behaviour and academic performance by reinforcing correct work alone
Author(s) -
Hundert Joel,
Bucher Bradley,
Henderson Michael
Publication year - 1976
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197604)13:2<195::aid-pits2310130216>3.0.co;2-5
Subject(s) - reinforcement , psychology , multiple baseline design , work (physics) , baseline (sea) , arithmetic , developmental psychology , mathematics education , social psychology , intervention (counseling) , mathematics , psychiatry , mechanical engineering , engineering , oceanography , geology
The present study examined indirect effects of modifying appropriate classroom behaviour by itself and academic performance by itself. Of particular interest were changes in appropriate behaviour as students were reinforced for correct work. Five disruptive boys were given arithmetic assignments during daily 20‐minute experimental sessions. Changes in appropriate behaviour and arithmetic performance were measured during the following phases: (a) an initial baseline phase; (b) reinforcement for appropriate behaviour alone; (c) return to baseline; (d) reinforcement for correct arithmetic work. It was found that reinforcing appropriate behaviour increased that behaviour, but produced little improvement in arithmetic performance. However, reinforcing arithmetic performance not only increased correct work, but resulted in a high rate of appropriate behaviour as well. The implications of these findings for the management of classroom behaviours were discussed.