The teacher as observer and experimenter in the modification of disputing and talking-out behaviors

Disputing and talking-out behaviors of individual pupils and entire classroom groups in special education classes and regular classes from white middle-class areas and from all black poverty areas ranging from the first grade to junior high school were studied. The classroom teacher in each case acted as the experimenter and as an observer. Various means of recording behaviors were used and reliability of observation was checked by an outside observer, another teacher, a teacher-aide, a student, or by using a tape recorder. Observation sessions varied from 15 min to an entire school day. After baseline rates were obtained, extinction of inappropriate disputing or talking-out behaviors and reinforcement of appropriate behavior with teacher attention, praise and in some cases a desired classroom activity or a surprise at the end of the week brought a decrease in undesired verbalizations. A reversal of contingencies brought a return to high levels of inappropriate talking with a return to low levels when reinforcement for appropriate talking was reinstated. The experiments demonstrated that teachers in a variety of classroom settings could obtain reliable observational records and carry out experimental manipulations successfully using resources available in most schools.     

Instructing beginning teachers in reinforcement procedures which improve classroom control

Systematic reinforcement procedures were used to increase study behavior in the classrooms of three beginning teachers experiencing problems of classroom control. Classroom study rates were recorded during a baseline period. During subsequent experimental periods, the teachers changed one or more reinforcement contingencies (teacher attention, length of between-period break, a classroom game) to bring about increased study rates and concomitant reductions in disruptive behaviors. A brief reversal period, in which these contingencies were discontinued, again produced low rates of study. Reinstatement of the contingencies resulted once again in marked increases in study behaviors.