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The “least intrusive intervention” strategy for behavior change procedures: The use of public and private feedback in school classrooms
Author(s) -
Lobitz W. Charles,
Burns William J.
Publication year - 1977
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(197701)14:1<89::aid-pits2310140118>3.0.co;2-#
Subject(s) - psychology , intervention (counseling) , behavior change , psychological intervention , class (philosophy) , social psychology , mathematics education , psychiatry , artificial intelligence , computer science
Abstract Many classroom behavior modification procedures have failed to be adopted by practicing classroom teachers because the procedures are overly intrusive into the regular classroom routine. A strategy for teachers and consultants which moves from less to more intrusive interventions is described and demonstrated with a case example. Private feedback was ineffective in reducing a child's inappropriate behavior, but the introduction of public feedback resulted in a decrease in inappropriate behavior to below the class average. Attitudinal measures of the teacher's evaluation of the child and his selfevaluation were related to the child's behavior during the public feedback procedure.