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Group contingencies for group consequences in classroom management: a further analysis
C R Greenwood1, H Hops, J Delquadri
1University of Oregon.
Journal of Applied Behavior Analysis
|October 1, 1974
Summary
Classroom behavior improved most with rules, feedback, and consequences. This combined approach, including praise and group activities, showed lasting positive effects on student behavior and teacher praise techniques.
Area of Science:
- Educational Psychology
- Classroom Management Strategies
- Behavioral Interventions
Background:
- Effective classroom management is crucial for academic success.
- Previous research indicates that rules and feedback can influence student behavior.
- The impact of combined behavioral interventions, including consequences, requires further investigation.
Purpose of the Study:
- To compare the effectiveness of different intervention packages on appropriate classroom behavior.
- To evaluate the impact of rules, feedback, and consequences on student conduct during academic periods.
- To assess the maintenance of behavioral changes and teacher intervention fidelity post-intervention.
Main Methods:
- Three elementary classrooms participated in the study.
- Interventions included rules alone, rules plus feedback, and rules plus feedback plus group/individual consequences (praise, group activities).
- Behavioral observations were conducted during reading and mathematics instruction.
Main Results:
- The comprehensive intervention (rules + feedback + consequences) was most effective in increasing appropriate behavior.
- Rules plus feedback improved behavior in two of three classrooms, while rules alone had no effect.
- Positive behavior and teacher praise use were maintained for at least three weeks post-intervention.
Conclusions:
- A multi-component behavioral intervention package is superior to simpler strategies for improving classroom behavior.
- Consistent application of rules, feedback, and consequences, including praise, significantly enhances student conduct.
- The study demonstrates the potential for sustained behavioral improvements and effective teacher strategy use.
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