Citation

Staub RW. Educ. Treat. Child. 1990; 13(3): 249-257.

Copyright

(Copyright © 1990, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Through a withdrawal-of-treatment design, this study examined the effectiveness of posted numerical feedback on disruptive hallway behavior occurring among middle school students. The effects of public posting and posting paired with verbal praise and feedback on the hallway behavior of a large student group were also examined. Data were also gathered as to the effects of posting and the combined treatment package on noise levels in the hallway. The results suggested that posting alone had little effect on the reduction of disruptive student behavior. Posting alone demonstrated a more positive effect on the collateral measure of detentions, while the results with noise levels were unclear. When public posting was paired with verbal praise and feedback, more positive effects were demonstrated for disruptive student behavior and noise levels. The results of this study suggest that publicly posted feedback paired with verbal praise and feedback from school personnel can be effective in targeting disruptive behavior in group situations.

Language: en