The Efficacy of an All‐positive Approach to Classroom Management

Abstract

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.

Psychosocial Interventions in Attention-Deficit/Hyperactivity Disorder

“…73 These programs generally incorporate token rewards, as praise may not be sufficient to increase or maintain normal levels of on-task behavior in children with ADHD. 74,75 The role of punishment in the management of classroom behavior in ADHD children has been less well studied. What data exist suggest that response cost is the most effective punishment technique.…”

School-based interventions for students with attention-deficit/hyperactivity disorder

“…Pfi ffner et al [9] Building family-school partnerships Within the context of a strong partnership, teachers and parents can build on a student's strengths and engage in mutual problem solving.…”

“…A method for strengthening a reinforcement system and enhancing its effectiveness is to provide concrete reinforcers contingent upon adaptive behavior [9]. Examples of concrete reinforcers are privileges or small toys.…”

“…Nonetheless, programs using positive reinforcement alone with children who have ADHD are less effective than those that incorporate punishment strategies [9].…”

The ADHD Classroom Kit: A whole-classroom approach for managing disruptive behavior

“…The use of labeled praises for appropriate behavior often is not sufficient to improve the academic and social performance of children with ADHD (Pfiffner & Barkley, 1990). Instead, studies indicate that positive consequences are most powerful when they include a combination of labeled praises and other rewards (e.g., Pfiffner, Rosen, & O'Leary, 1985). The provision of points or tokens to children with ADHD upon exhibiting target behaviors have proven valuable in improving their challenging behaviors (DuPaul, 1991).…”