Argues that the one portion of behavior modification that educators least understand is negative reinforcement. Discusses the advantages of this technique. (FL)

Results indicated that free time was a very effective reinforcer and that, under the token program, the students (two 7 and 9 year olds who rarely completed assignments) increased their task completion. (Author)

Investigated the relationships between the daily occurrence of aversive events, depressed mood, and the enjoyment of pleasant events in a sample of depressed patients. Significant associations were found between depressed mood and unpleasant events, and between unpleasant events and the pleasantness of pleasant events. (Author)

Teacher praise typically does not function as a reinforcer. Rather, it is reactive to and under the control of student behavior. Its effects must be understood using concepts from attribution and social learning/reinforcement theories. (Author/GK)

A description is given of a training program for students preparing to be tutors. Tutors are taught to apply clearly specified motivational principles as a part of the tutoring process. (JD)

Describes "two-point system: which rewards students for having read assigned material before class, but does not penalize those who have not. At the beginning of class, students critique in writing the reading assignment. For each successful critique they receive two points on their next exam. (KC)

High individual accountability did not show significant positive effects on learning when compared with cooperative reward conditions. (JD)

Although aversive therapeutic approaches can be very effective in eliminating undesirable behavior, many clients do not commit themselves to participating in an activity which is subjectively very unpleasant. The addition of a positive reinforcement system whereby the client is rewarded for engaging in aversive therapy is proposed. (Author)

Many youngsters need help in learning to deal with their anger, despair, and frustrations. Punishment forces compliance, rather than encouraging students to take responsibility for their own behavior. Punishment works best when used occasionally and when behavior rules and guidelines have been developed with student input. Routine use of…

Proposes that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach based on positive behavior support. The features of positive behavior support are defined, and the application to whole-school intervention articulated. The steps used to implement school-wide positive behavior…

Examines the effects of structured peer praise on the social involvement of 3 socially withdrawn children. Each child's teacher implemented Positive Peer Reporting (PPR), which consisted of rewarding classmates for publicly praising the social behavior of the participant during brief, daily sessions. Results indicated that PPR was effective for…

Investigated behavioral intervention to control child distress during invasive cancer treatment. Children (n=23) requiring physical restraint to complete venipuncture were alternately assigned to behavioral intervention or attention control condition. Observed child distress, parent-rated child distress, and parent ratings of own distress were…

Four autistic and severely handicapped children (ages 9-13) were taught to recruit or set the occasion for praise from an adult. After the structured instruction, the children used these behaviors in all generalization settings and were frequently successful in recruiting praise. (Author/DB)

Two Likert-type scales were used by 25 undergraduates to assess their reading and writing; assessments were compared to those of three judges. The study found a significant relationship between self-evaluation accuracy and reading and writing performance. Prior positive reinforcement did not significantly relate to reading or writing achievement.…

This commentary by the president of the Association for Education and Rehabilitation of the Blind and Visually Impaired uses a football analogy to point out the importance of positive reinforcement and encouragement in mutual support of colleagues working in the difficult field of rehabilitation. (DB)