title: Instructing beginning teachers in reinforcement procedures which improve classroom control.
abstract: 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.
authors.affiliation: University of Kansas.
authors.forename: R V
authors.initials: RV
authors.lastname: Hall
authors.forename: M
authors.initials: M
authors.lastname: Panyan
authors.forename: D
authors.initials: D
authors.lastname: Rabon
authors.forename: M
authors.initials: M
authors.lastname: Broden