University of Oregon.
J Appl Behav Anal. 1974 Fall;7(3):413-25. doi: 10.1901/jaba.1974.7-413.
The relative effects of rules, rules + feedback, and rules + feedback + group and individual consequences for appropriate behavior were investigated in three elementary classrooms during reading and mathematics periods. The consequences were individual and group praise, and group activities. The total intervention package (rules + feedback + group and individual consequences) was most effective in increasing appropriate behavior. Rules + feedback produced increased appropriate behavior in two of the three classrooms. Rules alone produced no change in classroom behavior. Maintenance of appropriate classroom behavior was noted approximately three weeks after the program ended. Teacher's correct use of praise was also maintained for two of the three teachers at levels generated during the total package condition.
在三个小学教室的阅读和数学时段中，考察了规则、规则+反馈以及规则+反馈+小组和个人适当行为后果对学生行为的相对影响。这些后果包括个人和小组表扬以及小组活动。总的干预方案（规则+反馈+小组和个人后果）在增加适当行为方面最为有效。规则+反馈在三个教室中的两个中产生了增加的适当行为。规则本身并没有改变课堂行为。在项目结束后大约三周，就注意到了适当的课堂行为的维持。在总方案条件下产生的水平上，三位教师中的两位教师也正确地维持了对表扬的使用。
