Reinforcement-based interventions, the most frequently used treatments for school-age children, rely on accurately identifying stimuli that will serve to reinforce appropriate classroom behavior. Research has consistently demonstrated that the results from a forced-choice pairing procedure are the best predictors of reinforcing stimuli.…

An observational study is described, not yet completed, of learning in school classrooms. Observations were made in a number of classes ranging from grade 1 to grade 12, including teaching in a variety of school subjects. The purpose of the study was to explore and refine a method for observing the events which support (or fail to support)…

This pilot study investigates the socializing effect of school environments, specifically with respect to helping and sharing in children. Environmental conditions presumed to promote the development of helping and sharing in children are: (1) interdependent goals, (2) modeling, (3) reward of helping and sharing, (4) awareness of others' feelings,…

A classroom consequation matrix has been developed which will aid teachers of handicapped students to identify and record reinforcers, monitor progress toward internal reinforcement, and identify reinforcement schedules. (PHR)

Both academic and disruptive behavior in a classroom for children with behavioral problems were monitored under two different procedures for administering token reinforcement. Control may be more efficiently achieved by reinforcing academic behaviors incompatible with disruptive behaviors. (Author/JB)

Results of experiment showed that the use of an FM wireless microphone and an FM radio were effective in modifying the behavior of student interns within the context of the classroom itself. (Author)

Having reviewed other studies, author describes a behavior modification program in a ghetto school which succeeded only after one teacher was led to change her own behavior. Material rewards were used as incentives to the children. One child originally rated below average and troublesome became the class model student. (PD)

Prior researchers have evaluated the efficacy of using the matching law to describe naturally occurring behavior-environment interactions. However, spurious matching could be obtained if the response and environmental event were correlated, even if the event did not reinforce the response. To assess the likelihood of obtaining spurious matching…

This study found no significant difference in effectiveness of several methods of training regular classroom teachers to use operant management techniques. Training methods tested were 1) group inservice training with no feedback, 2) inservice training with feedback from observational data, and 3) inservice training with feedback from videotapes.…

In order to maximize the development and generalization of social responses of two severely retarded, multihandicapped children (10 and 11 years old) and their classroom peers, a continuous observation system was used to select target responses. (Author)

It was shown that observation of a high-rewarding teacher was directly related to increased imitative behavior by students. (Author)

Teachers viewed interactions with low-expectation students as less controllable than those with high-expectation students and teacher initiations were perceived as more controllable than child initiations. In addition, less perceived control over a student was associated with less feedback from the teacher. (Author/GDC)

Study shows that faster ILP students tended to dominate in dyadic interactions with slower learners during structured play situations, while equal dyads were composed of students with similar achievement rates. Study suggests that ILP might increase rather than reduce negative school attitudes, and that further research regarding this possibility…