Comparing the Efficiency of Reprimands and Noncontingent Reinforcement in Reducing Disruptive Behavior in the Classroom

Abstract

The present study evaluated the effects of reprimands and noncontingent reinforcement as reducing disruptive behavior but increasing time on-task in the general education classroom. Three, second grade, student-teacher dyads were selected based on administration referral, functional assessment, and direct observation. Dyads were observed during regular classroom instruction. In baseline each teacher was asked to deliver instruction normally while during the intervention phase each teacher provided noncontingent reinforcement in the form of a brief praise statement at set intervals. Data indicates that although teachers spent more intervals providing noncontingent reinforcement, on-task behavior increased considerably across sessions for each student during the intervention condition. Further, intervals on-task increased by an average of 4.5, 7.95, and 8.2 intervals for each noncontingent praise statement for the respective students. Evaluation of intervals of each student indicates that each student was on-task for more intervals after a praise statement than after that of a reprimand. Further, the average number of intervals that each student was on-task before the occurrence of a disruptive behavior was greater when provided noncontingent praise. Finally, the delivery of noncontingent reinforcing was substantially more likely to result in behavioral change (95%) than reprimands (27%) in the interval following each respective statement. The data from this study suggests that the delivery of praise statements more efficient use of instructional time to increase on-task behavior.