RELATIVE EFFECTIVENESS OF TEACHER ATTENTION AND THE “GOOD BEHAVIOR GAME” IN MODIFYING DISRUPTIVE CLASSROOM BEHAVIOR1

A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects.     

Relationship of self-concept and vocational maturity to vocational preferences of adolescents

This study investigated the differences in vocational attitude maturity and self-concept among Holland's six vocational categories. Data regarding self-concept, vocational attitude maturity, and vocational preference were gathered from 846 students randomly selected from grades 8–12 in an urban school system. An analysis of variance supported the research hypotheses: (1) There were significant differences in vocational attitude maturity among students in the six vocational categories; (2) there were significant differences in self-concept among students in the six vocational categories; (3) there was a significant relationship between vocational attitude maturity and self-concept among students in specific vocational categories.     

Effect of Diagnosis and Personality on Impression Formation1

Nurses were asked to rate patients differing in diagnosis and personality type. Two diagnosis conditions (psychogenic or physiogenic) were compared across two personality conditions: Mr. Cummings, a hypothetical patient presented to nurse/subjects via audiotape, willingly disclosed information about his illness in a nonemotional manner; while Mr. Lockwood, the second “patient”, disclosed less and was more emotional. Two control conditions were also included: One measured subjects' reactions to the personality type independent of diagnostic label; the second determined nurses' stereotypic reactions to the two diagnostic labels alone. Subjects reacted more favorably to Mr. Cummings than to Mr. Lockwood regardless of Cummings' diagnosis. Nurses' impressions of Mr. Lockwood, on the other hand, varied as a function of his diagnosis.     

Experiences and Perceived Effects of Rosary Praying: A Qualitative Study

Journal of Religion and Health - The aim of this study is to explore experiences and perceived effects of the Rosary on issues around health and well-being, as well as on spirituality and...     

The effects of a video vignette on increasing treatment acceptability

The effects of a video vignette on the treatment acceptability ratings of four behavioral interventions were evaluated. Two interventions involved positive reinforcement (DRO and DRI) and two negative consequences (contingent physical restraint and contingent electric shock). Eighty-five individuals involved in programs for individuals with developmental disabilities were randomly assigned into two groups. The experimental group (n=41) viewed a video vignette of an extremely aggressive individual whereas the control group (n=44) did not. Acceptability ratings prior to the video showed no differences between the experimental and control groups except for the physical restraint intervention. The experimental group’s post video ratings indicated significant acceptability increases for electric shock and significant decreases for DRO. There also was a significant group by testing effect with the means for the experimental group rising whereas the control group means were stable. These results showed that acceptability is alterable through video. © 1997 John Wiley & Sons, Ltd.