Behavior Modification in the Classroom

Copeland, Rodney E.; Hall, R. Vance

doi:10.1016/b978-0-12-535603-9.50008-8

Cited by 5 publications

(1 citation statement)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, behavioral self-management training programs have shown positive effects on children's academic performance and behavior (Copeland & Hall, 1976;Mercier & LaDouceur, 1983). However, the possible interaction of individual differences or grouping variables (such as gender) and training may be disguised when only main effects of training are presented (Copeland, 1982).…”

Section: The George Woshington Universitymentioning

confidence: 99%

Gender effects in self-management training: Individual versus cooperative interventions

Atkins

Rohrbeck

1993

Psychol. Schs.

View full text Add to dashboard Cite

This study examined gender differences in individual and cooperative (small-group) self-management training programs targeting mathematics performance. It was hypothesized that gender would interact with type of self-management training, such that girls in the individual training condition and boys in the cooperative training condition would improve less than girls in the cooperative training condition or boys in the individual training condition. As expected, girls in the individual training condition improved significantly less than both girls in the cooperative condition and boys in the individual condition. In contrast, boys in the cooperative training condition did not differ significantly from either boys in the individual training condition or girls in the cooperative training condition. These results suggest the benefit of more cooperative self-management training interventions for classroom-wide interventions that include both boys and girls. Limitations of the study and suggestions for future research are discussed.

show abstract

Section: The George Woshington Universitymentioning

confidence: 99%

Gender effects in self-management training: Individual versus cooperative interventions

Atkins

Rohrbeck

1993

Psychol. Schs.

View full text Add to dashboard Cite

show abstract

Self-management in the classroom: Self-imposed response cost versus self-reward

1978

View full text Add to dashboard Cite

Image of Behaviour Modification: A Critical Analysis

Barling

1979

South African Journal of Psychology

View full text Add to dashboard Cite

Behaviour modification has not been favourably received either in the lay or professional communities, and this article examines critically some of the factors which may predispose a negative attitude to the use of behaviour modification techniques. Specifically, the apprehension regarding behavioural control, the conception of a deterministic/mechanistic model of man, .the presentation of behaviour modification programmes, the increasing specialization and isolation within behaviour modification, and finally, misconceptions and misinformation regarding behaviour modification are identified as five principal determinants of a negative bias against behaviour modification. Finally, it is suggested that adherence to a social learning theory paradigm, together with an increased concentration on the self-regu/ation of behaviour might facilitate a more positive attitude towards, and greater acceptance of, behaviour modification techniques in general.S. Afr. J. Psychol., 1979, 9: 98 -103 Die idee van gedragsmodifikasie het nog in lekekringe nog in professionele kringe gunstige reaksie uitgelok. In hierdie artikel word sommige van die faktore wat kan bydra tot die negatiewe reaksie op gedragsmodifikasietegnieke, krities ondersoek. Daar word meer spesifiek gefokus op die volgende vyf faktore wat 'n negatiewe vooroordeel ten opsigte van gedragsmodifikasie skep, naamlik: die kommer oor gedragskontrole; die idee van 'n deterministies-meganistiese mensmodel; die aanbieding van gedragsmodifikasieprogramme; toenemende spesialisasie en isolasie binne die terrein van gedragsmodifikasie en wanopvattinge en oningeligtheid met betrekking tot gedragsmodifikasie. Daar word aan die hand gedoen dat die navolging van die sosiale leerteoretiese paradigma, tesame met 'n daadwerklike beklemtoning van die self-regu/ering van gedrag, daartoe kan bydra dat 'n meer positiewe houding teenoor en 'n groter aanvaarding van gedragsmodifikasietegnieke kan ontwikkel.

show abstract

Behavior Modification in the Classroom

Cited by 5 publications

References 69 publications

Gender effects in self-management training: Individual versus cooperative interventions

Gender effects in self-management training: Individual versus cooperative interventions

Self-management in the classroom: Self-imposed response cost versus self-reward

Image of Behaviour Modification: A Critical Analysis

Contact Info

Product

Resources

About