The good behavior clock: A reinforcement/time out procedure for reducing disruptive classroom behavior

Kubany, Edward S.; Weiss, Leslie Ellin Bloch; Sloggett, Barbara B.

doi:10.1016/0005-7916(71)90055-3

Cited by 28 publications

(9 citation statements)

References 7 publications

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“…The independent observers used a modified version of a time-sampling technique described by Kubany, Weiss, and Sloggett (1971) to record student and teacher behaviors. Each student was observed for a 1 5-min observation period, during which time the observer glanced over at the student every 15 sec and scored his behavior at that instant as either appropriate, passive, or disruptive.…”

Section: Methodsmentioning

confidence: 99%

The Use of Teachers as Behavioral Observers

Hay

Nelson

Hay

1977

J of App Behav Analysis

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The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed.DESCRIPTORS: classroom behavior, observation procedures, recording and measurement, participant observers, teachersResearchers conducting studies in the natural environment have often employed parents or teachers as behavioral observers in addition to their usual role as mediators of treatment procedures. Participant observers may be preferred to nonparticipant observers (e.g., independent observers) for several reasons. First, participant observers may be less costly and more likely to be present than nonparticipant observers when the behavior of interest occurs. Second, since participant observers are routinely present in the observational setting, it has been suggested that the use of mediators as observers may ameliorate the reactive changes in observed persons' behaviors attributed to the addition of observers to the environment (Foster, Keilitz, and Thomas, Note 1; Kubany and Sloggett, 1973).Reports of "baseline cures", however, suggest that reactive changes in the observed persons' behaviors may result even when the dependent measures are recorded by participant observers. Crowder and Willis (Note 2) noted that in several teacher-conducted case studies, the frequency of problem behaviors was markedly diminished when the teachers began baseline observations. Similarly, Forehand (1973) reported a clinically significant reduction in the frequency of spitting behavior during the collection of baseline data by the teacher. These researchers suggested that changes in student behavior may have re-'The authors wish to thank the teachers at Nathanael Greene and Rena Bullock Elementary Schools of the Guilford County Public School System for their cooperation, and Susan Hare and Marsha Haslip, the independent observers in this study. This research was partially supported by the University of North Carolina at Greensboro Research Council Grant 677. Reprints may be obtained from Linda R. Hay, Brown University and Butler Hospital, 333 Grotto Avenue, Providence, Rhode Island 02906.suited from changes in teacher behaviors during the observation periods.The present study investigated the effects of observations of student behaviors by teachers on both student and teacher classroom behavior. Changes in teacher behavior will be referred to as observer-mediator reactivity. Changes in student behavior will be labelled observee reactivity. METHOD SubjectsEight teachers (two first, two second, and four third grade) and 32 male elementary school students served as subjects. Four students were selected f...

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Section: Methodsmentioning

confidence: 99%

The Use of Teachers as Behavioral Observers

Hay

Nelson

Hay

1977

J of App Behav Analysis

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“…The utilization of peer groups has aided in modifying the behavior of a hyperactive child (Patterson, 1965;Patterson, Jones, Whittier, and Wright, 1965), in increasing the popularity of children (Alden, Pettigrew, and Skiba, 1970), in modifying off-task behavior (Ascare and Axelrod, 1973;Coleman, 1970;Feldman, 1973;Greenberg and O'Donnell, 1972;Kubany, Weiss, and Sloggett, 1971;Wolf, Hanley, King, Lachowicz, and Giles, 1970), in accelerating academic progress (Cocalis, 1972;Evans and Oswalt, 1967), and in maintaining appropriate social and academic behavior (Walker and Buckley, 1972) The independent group-oriented contingency system has been extensively applied in special-education classrooms and less extensively in regular public school classrooms, using at least three types of reinforcement procedures. For example, based on Premack's principle of reinforcement, the arrangement of free-time or special activities contingent upon the individual behaviors of all students in a classroom has been reported to increase desirable classroom behavior (Homme, deBaca, Devine, Steinhorst, and Rickert, 1963;Osborne, 1969;Wasik, 1970) and to improve academic performance (Hopkins, Schutte, and Garton, 1971;Lovitt, Guppy, and Blattner, 1969).…”

mentioning

confidence: 99%

A Brief Review of Classroom Group‐oriented Contingencies

Litoe

Pumroy

1975

J of App Behav Analysis

268

208

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“…The second subcategory of nonexclusion time-out, removal of stimulus conditions, imposes the contingent removal of reinforcing stimuli such as work or play materials (Haring & Kennedy, 1990), food (Barton et al, 1970;Watson & Scott, 1994), or opportunity to gain tokens (Kubany et al, 1971) for a certain amount of time after target behaviors are displayed. The reintroduction of reinforcing stimuli should be contingent upon demonstrating appropriate behavior to avoid inadvertently reinforcing inappropriate behavior.…”

Section: Types Of Time-outmentioning

confidence: 99%