INSTRUCTING BEGINNING TEACHERS IN REINFORCEMENT PROCEDURES WHICH IMPROVE CLASSROOM CONTROL  1,   2 | Zendy

Hall R. Vance | Zendy; Panyan Marion | Zendy; Rabon Deloris | Zendy; Broden Marcia | Zendy

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INSTRUCTING BEGINNING TEACHERS IN REINFORCEMENT PROCEDURES WHICH IMPROVE CLASSROOM CONTROL 1, 2

Author(s) -

Hall R. Vance,

Panyan Marion,

Rabon Deloris,

Broden Marcia

Publication year - 1968

Publication title -

journal of applied behavior analysis

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.1

H-Index - 76

eISSN - 1938-3703

pISSN - 0021-8855

DOI - 10.1901/jaba.1968.1-315

Subject(s) - reinforcement , psychology , multiple baseline design , period (music) , behavior change , contingency management , developmental psychology , mathematics education , social psychology , psychiatry , intervention (counseling) , physics , acoustics

Systematic reinforcement procedures were used to increase study behavior in the classrooms of three beginning teachers experiencing problems of classroom control. Classroom study rates were recorded during a baseline period. During subsequent experimental periods, the teachers changed one or more reinforcement contingencies (teacher attention, length of between‐period break, a classroom game) to bring about increased study rates and concomitant reductions in disruptive behaviors. A brief reversal period, in which these contingencies were discontinued, again produced low rates of study. Reinstatement of the contingencies resulted once again in marked increases in study behaviors.

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