The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to…

The Teacher versus Students Game is a variation of the Good Behavior Game (Barrish et al. in J Appl Behav Anal 2:119-124, 1969. https://doi.org/10.1901/jaba.1969.2-119) in which students compete against the teacher to earn points and win the game. Students earn points when they follow rules, whereas the teacher earns points when they do not. The…

This appendix provides additional characteristics of the studies of "Class-Wide Function-Related Intervention Teams (CW-FIT)" that meet What Works Clearinghouse (WWC) single-case design standards, including six studies that contribute to the findings in the "CW-FIT" intervention report and six studies that do not contribute to…

Disruptive behaviors are some of the most commonly presented concerns in the classroom. Without intervention, such difficulties may lead to higher teacher frustration and a higher rate of negative teacher feedback, and they may interfere with students' learning opportunities and result in poorer academic and life adjustment outcomes (Landrum,…

The purpose of this qualitative action research was to assess teacher perceptions and experiences with Positive Behavior Interventions and Supports implementation and challenging behaviors at one NYC PK-5 Title I school. Students of color and students with disabilities who attend schools with a negative environment tend to experience the school to…

Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…

Together, a school district and a local union are working to ensure that educators are trained in restorative practices in order to improve school climates and keep students in school and learning. This article describes how, in recent years, administrators and teachers have shifted from traditional school punishments, such as suspension, to…

The purpose of this research project was to increase constructive behavior of intermediate grade students through the use of the response cost strategy. Approximately 70 students participated in this study. Three teacher researchers conducted the research in an elementary school and two middle schools in different counties near a major mid-western…

Discussed the effects of a relatively simple token economy that used group contingency in a regular fifth-grade class setting. Results were favorable. (HMV)

The article describes a program which decreased waste of food by giving elementary school children tokens good for special activities if they finished their lunches. (CD)

This study investigated the effects of delay of reinforcement on the classroom academic behaviors (rate of increase and accuracy of mathematical problem completion) by elementary students. A total of 11 fourth graders with a history of low achievement in arithmetic were divided into two groups and given timed arithmetic tests daily. Three…

An interpretive studies project on applying reinforcement principles in the classroom was conducted by Dr. Edward M. Glaser of the Human Interaction Research Institute, Los Angeles, California and Dr. Irwin G. Sarason of the University of Washington, Seattle. PREP kit No. 18 has been adapted from the teacher's guide to behavioral modification…

Conducted an 18-month intervention for African American inner city elementary school students in a gifted classroom. The intervention, supported by university-based coaches, involved positively phrased classroom behavioral expectations, social skills training, structural/systematic instruction, and preplanned positive and negative consequences for…

The comparative effectiveness of two student monitoring and reinforcement strategies was assessed among primary school students. The 50 participating students met in a multi-purpose instructional center during one of two sessions for academic periods of 30 minutes, three times a week. Students were assigned to one of six study groups in the…

Describes a token system for a fifth grader, designed to increase her ability to complete assignments. Study was conducted in four phases, with favorable outcomes. (HMV)