Investigated the use of interdependent group contingency for on-task and disruptive behavior along with independent group contingency for disruptive behavior to prevent children from spoiling group reinforcement. Results demonstrated that the combination of group contingency systems and immediate and delayed consequences were effective in reducing…

The relative effects of positive reinforcement, response cost, and the two contingencies combined when used as contingencies for correct academic responses were compared on the dependent measures of accuracy of academic performance and level of on-task behavior. All three contingency systems increased academic performance and on-task behavior.…

An 11-year-old boy with a six-year history of elective mutism in school was successfully treated with operant reinforcement and contingency management techniques. The plan was carried out by the classroom teacher with a minimum amount of management consultation. (Author)

Examined reduction of noise levels in an elementary school lunchroom as a function of feedback. Results indicate that feedback plus reinforcement was effective in reducing noise levels. Feedback only was also effective, but to a lesser degree. No relationship existed between noise level and other behaviors. (Author/BEF)

This study, by comparing for learning disabled and control children parental frequency rating of physical punishment and of completion of tasks, hypothesized that parental indulgence is associated with learning disorders. Referral children with learning problems (N=18), were rated significantly lower on both measures that students referred for…

Compared the similarities and differences between the steps engaged in by master's and doctoral level school psychologists as they conducted operant behavioral consultations. Two of the 12 major steps in conducting operant behavioral case consultations revealed significant differences. Questions are raised regarding efficiency and outcomes of…

Investigated effects of a self-monitoring (SM) procedure on the sustained schoolwork (SS) behavior of a four-year-old. Results indicated SM resulted in an increased rate of SS behavior in the absence of a clear functional relation between ecological variables (e.g., teacher attention) and SS and an increase in compliance behavior. (Author)

Investigated fifth graders', teachers', and school psychologists' assessment of acceptability of three types of group contingencies (dependent, independent, and interdependent) that entail a consequence of positive reinforcement for appropriate behavior. Fifth graders rated all three types of group contingencies mildly acceptable. Teachers and…

This study reports a successful classroom intervention program which was designed to curb encopresis. It used positive consequences in combination with negative consequences, rather than negative consequences alone. Also it utilized a reversal strategy to evalulate the efficacy of the treatment variables. (Author)

Evaluated effects of a reciprocal peer tutoring (RPT) intervention on arithmetic performance of 12 low-income, underachieving elementary school students. Results indicated that merely teaming students and providing them with positive attention for constructive team activities had no clear effect on arithmetic performance. RPT condition that…

Describes operant conditioning as an effective means of modifying behavior of children in typical classes. Emphasizes effective operant procedures as having a contingency between child's response and teacher's reward. Reviews relevant literature. Suggests only tentative evidence from the present review supports the contingency of response and…

Investigated acceptability of intervention designed to improve spelling performance as rated by sixth grade students (n=93) in two studies. Results showed that these interventions were successful at improving spelling performance and that differences related to group size were inconsistent across studies. (Author/PVV)