title: Reinforcement therapy in the classroom.
abstract: Teachers were trained in the systematic use of attention and praise to reduce the disruptive classroom behavior of four first-grade children. Observation measures showed a significant improvement from baseline to treatment for these children and no significant changes for same-class controls. While the amount of teacher attention to target children remained the same from baseline to treatment, the proportion of attention to task-relevant behavior of these children increased. Psychological tests revealed no adverse changes after treatment.
authors.affiliation: Harvard University.
authors.forename: M H
authors.initials: MH
authors.lastname: Ward
authors.forename: B L
authors.initials: BL
authors.lastname: Baker