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Nonaversive Procedures in the Treatment of Classroom Behavior Problems

University of Minnesota

Ann Casey, MA

University of Minnesota

Bruce A. Center, PhD

University of Minnesota

Athough a number of previous narrative reviews have found reinforcement to be effective in the management of classroom behavior problems, lack of a statistical methodology for analyzing singe-case design has prevented precise comparisons of many of the parameters of reinforcement. This investigation uses a regression approach to generate effect sizes for a quantitative synthesis of single-case studies. Five parameters of reinforcement approaches in classroom behavior management were investigated: type of treatment, topography of behavior treated, administrative arrangements, agent administering the treatment, and setting. Although few main effect differences were found within any one parameter, significant, robust interaction effects were found between the presence of reinforcement and topography, reinforcement and setting, and setting and administrative arrangements. Implications for both practice and research methodology are discussed.

The Journal of Special Education, Vol. 19, No. 4, 459-481 (1985)
DOI: 10.1177/002246698501900409


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