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The Positive Plus Program: Affirmative classroom management to improve student behavior
Author(s) -
Clair Elissa B.,
Bahr Michael W.,
Quach Heather L.,
LeDuc James D.
Publication year - 2018
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1632
Subject(s) - praise , psychology , contingency management , intervention (counseling) , classroom management , social skills , multiple baseline design , behavior management , contingency , developmental psychology , positive behavior support , class (philosophy) , interdependence , task (project management) , social psychology , mathematics education , linguistics , philosophy , artificial intelligence , psychiatry , computer science , management , political science , law , economics
This study describes the Positive Plus Program, a multicomponent intervention combining behavior‐specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second‐grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior‐specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off‐task motor and verbal behavior from pre‐ to post‐intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.