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Reducing off-task behavior in the classroom: A comparison of encouragement and reprimands

Reducing off-task behavior in the classroom: A comparison of encouragement and reprimands Teachers report using both reprimands and encouragement as strategies to reduce offtask behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment I employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing offtask behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of offtask behavior and higher academic productivity than Encouragement. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Abnormal Child Psychology Springer Journals

Reducing off-task behavior in the classroom: A comparison of encouragement and reprimands

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References (9)

Publisher
Springer Journals
Copyright
Copyright
Subject
Psychology; Child and School Psychology; Neurosciences; Public Health
ISSN
0091-0627
eISSN
1573-2835
DOI
10.1007/BF00916345
Publisher site
See Article on Publisher Site

Abstract

Teachers report using both reprimands and encouragement as strategies to reduce offtask behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment I employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing offtask behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of offtask behavior and higher academic productivity than Encouragement.

Journal

Journal of Abnormal Child Psychology – Springer Journals

Published: Dec 16, 2004

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