Abstract
Teachers report using both reprimands and encouragement as strategies to reduce offtask behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment I employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing offtask behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of offtask behavior and higher academic productivity than Encouragement.
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The authors wish to acknowledge M. William Futtersak, for training the observers and aiding in the research; Ann Hession, for an outstanding job teaching; and Linda Pfiffner, for her substantive and editorial feedback.
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Abramowitz, A.J., O'Leary, S.G. & Rosén, L.A. Reducing off-task behavior in the classroom: A comparison of encouragement and reprimands. J Abnorm Child Psychol 15, 153–163 (1987). https://doi.org/10.1007/BF00916345
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DOI: https://doi.org/10.1007/BF00916345