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PRODUCTION AND ELIMINATION OF DISRUPTIVE CLASSROOM BEHAVIOR BY SYSTEMATICALLY VARYING TEACHER'S BEHAVIOR 1
Author(s) -
Thomas Don R.,
Becker Wesley C.,
Armstrong Marianne
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.1968.1-35
Subject(s) - praise , psychology , reinforcement , developmental psychology , behavior change , multiple baseline design , social behavior , class (philosophy) , token economy , social psychology , intervention (counseling) , artificial intelligence , psychiatry , computer science
The effects of teacher behaviors on the classroom behaviors of children were investigated by systematically varying approving (praise, smiles, contacts, etc .) and disapproving (verbal reprimands, physical restraint, etc .) classes of teacher behavior. Measures were taken on both teacher and child behaviors. Each day a sample of 10 children was observed. The subject pool was a class of 28 well‐behaved children in a middle‐primary public school class. The results demonstrated that approving teacher responses served a positive reinforcing function in maintaining appropriate classroom behaviors. Disruptive behaviors increased each time approving teacher behavior was withdrawn. When the teacher's disapproving behaviors were tripled, increases appeared most markedly in the gross motor and noise‐making categories of disruptive behavior. The findings emphasize again the important role of the teacher in producing, maintaining, and eliminating disruptive as well as pro‐social classroom behavior.