Conteúdo indexado
THE EFFICACY OF AN ALL‐POSITIVE APPROACH TO CLASSROOM MANAGEMENT
1985 · Journal of Applied Behavior Analysis; v. 18; n. 3; p. 257-261; Fonte: Wiley
Dados principais
- Ano de publicação
- 1985
- Dados editoriais
- Journal of Applied Behavior Analysis; v. 18; n. 3; p. 257-261; Fonte: Wiley
- Palavras-chave
- JABA; análise do comportamento
Autores
- Linda J. Pfiffner
- Lee A. Rosén
- Susan G. O'Leary
Resumo
This study addressed the question of whether an all‐positive approach to classroom management can be effective. The on‐task behavior and academic performance of eight, second‐ and third‐grade children with behavior problems were examined. Results indicated that an all‐positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on‐task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.