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The Efficacy of All-Positive Management as a Function of the Prior Use of Negative Consequences.
Peer reviewed Peer reviewed
Pfiffner, Linda J.; O'Leary, Susan G. – Journal of Applied Behavior Analysis, 1987
The study found that in the absence of a history of negative consequences, an all-positive management system for eight first- through third-grade children with academic and/or classroom behavioral problems was not sufficient to maintain on-task rates of academic accuracy. The addition of negative consequences immediately improved on-task behavior…
Descriptors: Behavior Problems, Contingency Management, Instructional Effectiveness, Learning Problems
Training Preschool Children to Recruit Natural Communities of Reinforcement.
Peer reviewed Peer reviewed
Stokes, Trevor F.; And Others – Journal of Applied Behavior Analysis, 1978
Four normal preschool children and four with comprehensive academic and behavior problems were taught to judge the quality of their academic work in a classroom, and to prompt or cue their teachers to comment about the quality of that work. (Author)
Descriptors: Behavior Change, Behavior Problems, Emotional Disturbances, Exceptional Child Research
Issues in Multivariate Assessment of a Large-Scale Behavioral Program.
Peer reviewed Peer reviewed
Filipczak, James; And Others – Journal of Applied Behavior Analysis, 1979
The article reports on ways in which the Preparation through Responsive Educational Programs (PREP) project developed and conducted process and outcome assessment in a behavioral program for junior high students with behavior and learning problems. (Author/DLS)
Descriptors: Academic Achievement, Behavior Change, Behavior Problems, Evaluation Methods