Although treatment acceptability was originally proposed as a critical factor in determining the likelihood that a treatment will be used with integrity, more contemporary findings suggest that whether something is likely to be adopted into routine practice is dependent on the complex interplay among a number of different factors. The Usage Rating…

This study examined aggressive and pro-social classroom descriptive norms as predictors of change in aggression and victimization during middle childhood. Participants included 948 children in third through fifth grade. Measures of teacher-reported aggressive and peer-reported pro-social descriptive norms were completed at the onset of the study.…

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

This study of 61 preschool children used an observational, longitudinal design to examine the degree to which social dominance relationships account for time-related change in rates of aggression and affiliation across a school year. Specific hypotheses reflected the view that, over time, behavioral function should change in accord with the…

This paper presents six irrational attitudes teachers might hold that could interfere with their successfully learning and implementing behavior modification programs (Author)

The three basic steps of the systems approach are described: the mission profile, the functional analysis, and the method-means. The advantageous use of these steps in planning a token economy is illustrated by a systematic evaluation of a token economy implemented in a sixth-grade setting. (Author)

A procedure was developed to establish control of three tarbet classroom behaviors by making point reinforcers backed up by hard goods contingent upon working behavior in both math and reading classes. Behavior frequencies experimentally established were maintained during the fading procedures in both math and reading classes. (Author)

After measuring the amount of disruptive behavior exhibited by nine kindergarten children, delayed feedback paired with contingent access to play was found to be most effective in reducing disruptive behavior. (Author)

This paper reviews the respondent (Hull-Spence) and operant (Skinnerian) conditioning definitions of reinforcers and reinforcement and demonstrates the need to keep the systems separate when consulting about behavior modification. The two systems are shown to lead to different modification procedures. (Author)

Problems encountered by behavior modification consultants working in public schools are described in the form of a parable. (Author)

This article considers some of the parameters, issues, and problems which must be evaluated before and during the application of behavior modification techniques. Among the topics discussed are: selecting the right teacher, training the teacher, reinforcing the teacher, ineffective, or inappropriate reinforcement, the attitude of the school…

Assessed teachers' (N=103) ratings of acceptability of classroom time-out procedure as a function of problem severity (mild versus severe), different interventionists (teacher vs. school psychologist), and reported effectiveness (effective versus no information). Found time-out significantly more acceptable for severe problem behaviors; it…

An experimental classroom management system involving contingency management, individualized instruction, peer assistance, and teacher adoption of the role of a manager of learning activities was employed in 25 Appalachian classrooms. The study raises hope that improvements in instruction will be accompanied by improvements in the academic…

Reviews the research on the use of behavioral self-control procedures with students in classroom settings. The use of behavioral self-control procedures appears promising with on-task and academic behaviors and inconclusive with disruptive behavior. (Author)