The effects of social reinforcement and reprimand techniques on the behaviors of disruptive children and the other children in the classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rhonda Goff Trollinger (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Marilyn Erickson

Abstract: A number of studies have investigated the application of learning principles in the modification of inappropriate and disruptive classroom behaviors. These studies have included techniques such as teacher attention (Becker, Madsen, Arnold, & Thomas, 1967; Hall, Lund, & Jackson, 1968; Madsen, Becker, & Thomas, 1968; Walker S. Buckley, 1968), token reinforcement programs (Birnbrauer, Bijou, Wolf, & Kidder, 1965; Birnbrauer & Lawler, 1964; Birnbrauer, Wolf, Kidder, & Tague, 1965; O'Leary & Becker, 1967; Quay, Werry, McQueen, & Sprague, 1966), time out from reinforcement (Pendergrass, 1970), and reprimands (O'Leary & Becker, 1968; Parke & Walters, 1967). Typically, such investigations have involved the application of a particular procedure and have observed the effect of the manipulation upon the behavior of particular target children. Few of these studies, however, have been concerned with the effect of the manipulation upon the behavior of the other members in the class and of the teacher. In view of the fact that such interventions occur in the context of a classroom, it would appear to be important to determine whether these interventions have any effects on other persons in the classroom.

Additional Information

Publication
Thesis
Language: English
Date: 1975
Subjects
Problem children $x Behavior modification
Classroom management

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