An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers' behavior. Following baseline recordings, Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.

The effects of teacher behaviors on the classroom behaviors of children were investigated by systematically varying approving (praise, smiles, contacts, etc.) Becker et al. (1967) worked in public schools with teachers who had problem children in their classes. Behaviors exhibited by the students were observed and the frequency of these behaviors was estimated for each child. Each teacher was taught to use praise, smiles, etc. to reinforce good behavior. The rate of appropriate classroom behaviors increased in most cases as soon as teacher approval and recognition were made contingent on such behavior.The present study evolved from prior research showing the importance of social reinforcement, and Becker's work, which suggests that specific procedures, or definable classes of teacher behaviors can be used by the teacher to increase appropriate classroom behaviors. In order to provide more convincing data on the role of different teacher behaviors, the present study was designed to produce and remove problem behavior in students by systematically varying teacher behaviors in an initially well-behaved class. METHOD SubjectsStudents. A class of 28 elementary students at the middle-primary level was selected. According to the teacher her class was "a good class, with an above-average distribution of ability and no 'bad' kids." Most of the children were from upper-middle-and middle-35 1968, 1,[35][36][37][38][39][40][41][42][43][44][45] NUMBER I (SPRING, 1968)

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Results suggest that design features in which patients have choice and control offer greater perceptions of calm during their stay in the unit. Staff were positively influenced by the colors and artwork throughout the unit as well as the upgraded security and safety features. Findings also show the space has a positive influence on families, demonstrated by its welcoming character and features that help to facilitate better interaction with patients.