The Positive Plus Program: Affirmative Classroom Management to Improve Student Behavior

Michael Bahr; Elissa B. Clair; Heather L. Quach; James D. Leduc

doi:10.1002/bin.1632

The Positive Plus Program: Affirmative Classroom Management to Improve Student Behavior

Michael Bahr, Elissa B. Clair, Heather L. Quach, James D. Leduc

University of Missouri-St. Louis

Research output: Contribution to journal › Article › peer-review

Abstract

<div class="line" id="line-19"> This study describes the Positive Plus Program, a multicomponent intervention combining behavior&hyphen;specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second&hyphen;grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior&hyphen;specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off&hyphen;task motor and verbal behavior from pre&hyphen; to post&hyphen;intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.</div>

Original language	American English
Journal	Behavioral Interventions
Volume	33
DOIs	https://doi.org/10.1002/bin.1632
State	Published - 2018

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Education

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title = "The Positive Plus Program: Affirmative Classroom Management to Improve Student Behavior",

abstract = " This study describes the Positive Plus Program, a multicomponent intervention combining behavior&hyphen;specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second&hyphen;grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior&hyphen;specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off&hyphen;task motor and verbal behavior from pre&hyphen; to post&hyphen;intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.",

author = "Michael Bahr and Clair, {Elissa B.} and Quach, {Heather L.} and Leduc, {James D.}",

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doi = "10.1002/bin.1632",

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T1 - The Positive Plus Program: Affirmative Classroom Management to Improve Student Behavior

AU - Bahr, Michael

AU - Clair, Elissa B.

AU - Quach, Heather L.

AU - Leduc, James D.

N1 - Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

PY - 2018

Y1 - 2018

N2 - This study describes the Positive Plus Program, a multicomponent intervention combining behavior&hyphen;specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second&hyphen;grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior&hyphen;specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off&hyphen;task motor and verbal behavior from pre&hyphen; to post&hyphen;intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.

AB - This study describes the Positive Plus Program, a multicomponent intervention combining behavior&hyphen;specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second&hyphen;grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior&hyphen;specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off&hyphen;task motor and verbal behavior from pre&hyphen; to post&hyphen;intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.

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VL - 33

JO - Behavioral Interventions

JF - Behavioral Interventions

ER -

The Positive Plus Program: Affirmative Classroom Management to Improve Student Behavior

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