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Reinforcement therapy in the classroom.课堂强化疗法。
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Sociometric and disruptive behavior as a function of four types of token reinforcement programs.作为四种代币强化计划函数的社会测量与破坏性行为
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The teacher as observer and experimenter in the modification of disputing and talking-out behaviors.教师作为观察和实验者，参与争议和谈话行为的修正。
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Teacher-Child Interaction Training: A Pilot Study With Random Assignment.师生互动培训：一项随机分配的试点研究。
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Production and elimination of disruptive classroom behavior by systematically varying teacher's behavior.通过系统地改变教师的行为来产生和消除扰乱课堂的行为。
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A context analysis of contingent teacher attention.临时教师关注的情境分析
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引用本文的文献

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A review of the observational data-collection and reliability procedures reported in The Journal of Applied Behavior Analysis.《应用行为分析杂志》中报告的观察性数据收集和可靠性程序综述。
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Does use of tangible rewards with individual children affect peer observers?对个别儿童使用有形奖励会影响同伴观察者吗？
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The effect of nonverbal teacher approval on student attentive behavior.非言语教师认可对学生注意行为的影响。
J Appl Behav Anal. 1973 Winter;6(4):643-54. doi: 10.1901/jaba.1973.6-643.
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Decreasing classroom misbehavior through the use of DRL schedules of reinforcement.通过使用 DRL 强化时间表减少课堂不良行为。
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5
Use and analysis of the "Good Behavior Game" to reduce disruptive classroom behavior.运用和分析“良好行为游戏”减少课堂干扰行为。
J Appl Behav Anal. 1973 Fall;6(3):405-17. doi: 10.1901/jaba.1973.6-405.
6
Behavior modification in the classroom: a rejoinder to Winett and Winkler.课堂行为矫正：对温内特和温克勒的回应。
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Current behavior modification in the classroom: be still, be quiet, be docile.当前课堂中的行为改变：静止、安静、温顺。
J Appl Behav Anal. 1972 Winter;5(4):499-504. doi: 10.1901/jaba.1972.5-499.
8
The token economy: an evaluative review.代币经济：评估性综述。
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Teachers and parents as researchers using multiple baseline designs.教师和家长作为研究者使用多基线设计。
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10
The effects of teacher attention on following instructions in a kindergarten class.教师关注对幼儿园班级中听从指令的影响。
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本文引用的文献

1
The alteration of behavior in a special classroom situation.特殊课堂环境下行为的改变。
J Exp Anal Behav. 1962 Jan;5(1):59-60. doi: 10.1901/jeab.1962.5-59.
2
Rules, praise, and ignoring: elements of elementary classroom control.规则、表扬和忽视：小学课堂控制的要素。
J Appl Behav Anal. 1968 Summer;1(2):139-50. doi: 10.1901/jaba.1968.1-139.
3
Effects of teacher attention on study behavior.教师关注对学习行为的影响。
J Appl Behav Anal. 1968 Spring;1(1):1-12. doi: 10.1901/jaba.1968.1-1.
4
Remediation of the conduct problem child in the special class setting.特殊班级环境中行为问题儿童的矫治
Except Child. 1966 Apr;32(8):509-15. doi: 10.1177/001440296603200801.

课堂强化疗法。

Reinforcement therapy in the classroom.

机构信息

Harvard University.

出版信息

J Appl Behav Anal. 1968 Winter;1(4):323-8. doi: 10.1901/jaba.1968.1-323.

DOI:10.1901/jaba.1968.1-323
PMID:16795191
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1311019/
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.

摘要

教师接受了系统使用关注和表扬的培训，以减少四名一年级儿童的课堂扰乱行为。观察措施显示，这些儿童的治疗效果明显优于基线，而同一班级的对照组则没有显著变化。虽然教师对目标儿童的关注量从基线到治疗期间保持不变，但这些儿童与任务相关行为的关注比例增加了。心理测试显示治疗后没有出现不良反应。