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Reducing and measuring inappropriate verbalizations in a token classroom.

T McLaughlin1, J Malaby

  • 1Spokane School District #81.

Journal of Applied Behavior Analysis
|October 1, 1972
PubMed
Summary
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Reinforcing quiet behavior in the classroom significantly reduced inappropriate verbalizations among fifth and sixth graders. Student data recorders confirmed the effectiveness of this behavior management strategy.

Area of Science:

  • Educational Psychology
  • Classroom Management

Background:

  • Inappropriate verbalizations can disrupt classroom learning environments.
  • Effective behavior management strategies are crucial for academic success.

Purpose of the Study:

  • To investigate the efficacy of a point-based system for controlling inappropriate verbalizations in a classroom.
  • To assess the impact of reinforcing quiet behavior versus implementing point loss for verbalizations.

Main Methods:

  • A classroom intervention was implemented with approximately 25 fifth and sixth-grade students.
  • Contingent point loss for inappropriate verbalizations and point gain for quiet behavior were systematically applied.
  • Students within the class served as data recorders, with a reliability check conducted.

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Main Results:

  • Contingent point loss initially showed a low but steady rate of inappropriate verbalizations.
  • Reinforcing quiet behavior led to a significant decrease in inappropriate verbalizations.
  • Reinstating contingent point loss resulted in an increased rate of verbalizations, which decreased again upon reintroduction of quiet behavior reinforcement.

Conclusions:

  • Reinforcing quiet behavior is an effective strategy for reducing inappropriate verbalizations in elementary classrooms.
  • Student data recorders can be reliably utilized for classroom behavior management research.
  • The study highlights the importance of positive reinforcement in behavior modification within educational settings.