title: When reprimand consistency may and may not matter.
abstract: The present study examined the importance of discipline consistency by varying not only the probability of punishment but also the nature of the discipline agent's response to nonpunished transgressions. Eighteen first through third graders attending a remedial summer school were assigned to one of four feedback conditions in a 2 (Low vs. High Reprimand Consistency) x 2 (Ignore vs. Attend) design. An analysis of the simple effects of reprimand consistency indicated that consistency was important only when the teacher's alternative response was attending. Thus the nature of the adult's response to nonpunished transgressions is important for understanding how discipline consistency affects children's behavior. The importance of conceptualizing discipline consistency as a multivariate construct and of understanding the variables and parameters that may interact with the probability of punishment are discussed.
authors.affiliation: Department of Psychology, State University of New York at Stony Brook 11794-2500, USA.
authors.forename: J T
authors.initials: JT
authors.lastname: Sherrill
authors.forename: S G
authors.initials: SG
authors.lastname: O'Leary
authors.forename: J A
authors.initials: JA
authors.lastname: Albertson-Kelly
authors.forename: K T
authors.initials: KT
authors.lastname: Keneziora
mesh_terms: D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D012057:Reinforcement, Verbal; D012073:Remedial Teaching; D016896:Treatment Outcome