Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

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,…

Purpose: The purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation? Design/methodology/approach:…

Bullying is seldom the only factor in a teenager's suicide. Often, mental illness and family stresses are involved. But bullying does play a role in many cases. These students feel that they have no way out of the pain heaped on them by tormentors--no one to turn to, no way to tell others. So they turn the violence inward with a tragic and final…

The efficacy of the Good Behavior Game was examined in a multiethnic New York City public high school. Classroom rules were posted and students were divided into two teams. A reinforcement preference questionnaire was used to select daily and weekly prizes. The classroom teacher indicated that he was going to place a check on the board after every…

The purpose of this study was to examine a theoretical model explaining the influence of instructor power (i.e., coercive, reward, legitimate, expert, referent) on students' relational and social influence communication behaviors (i.e., student affinity-seeking strategies, student behavior alteration techniques) across two cultures. Participants…

Past research has shown that rewards and punishments imposed on elementary school students may contribute to increases in student motivation and academic achievement. However, alternative research findings indicate that students may exhibit temporary compliance with such external stimuli and may not develop intrinsic motivation to perform well…

Two disruptive adult behaviors, arriving late to class and not remaining in class, were significantly changed by changes in the reward structure. Implications are considered for the use of behavior modification approaches in designing more effective learning environments for disadvantaged adults. (Author/AG)

This manual briefly describes, in both English and Spanish, the basics of behavior analysis classroom procedures involving a token system. The token system is an exchange system. Teachers give the children tokens (any object such as a poker chip, marble or card) for acceptable behavior (paying attention, working on an assignment, correct answers,…

A study examined the effects of using a musical clocklight as discriminative stimulus, paired with individual and group contingency rewards, on the decibel level in an elementary school lunchroom. Subjects were 256 students aged 5-12, who ate lunch in two sessions for younger and older students. The musical clocklight (MCL) apparatus consisted of…

Three experiments were conducted in which a school principal implemented behavior modification programs with elementary school children. The behaviors dealt with were tardiness, absenteeism, and disruptions. (Author)

Described are the systematic reinforcing and shaping procedures used by a school principal to modify an 11-year-old child's phobic fear of the classroom. The child's class attendance significantly increased as a consequence of the procedures. (Author/SDH)

This study explored the relationship between changes in student classroom behavior and teacher behavior. More specifically, teacher responses to students were evaluated as a function of systematic changes in the students' classroom behavior. The investigation was conducted in a fifth-grade classroom of a primary school located in a residential,…