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This study used a multielement baseline design to analyze the effects of token rewards delivered contingent upon completion of math problems by 2 middle-school boys. Time spent on math and number of work pages completed increased (with high accuracy) during reward conditions and were maintained during fading and withdrawal. At followup, time spent and work pages completed remained well above baseline for 1 boy and fell below for the other, while accuracy remained high and ratings of liking math were the highest possible for both boys. Overall, the results are inconsistent with warnings about use of token rewards to motivate children.

This article presents an overview of classroom rule establishment and implementation within a proactive management strategy. Characteristics of classroom rules such as wording and means of presentation are included, and the intended nature and function of rules is discussed. It was concluded that rules do not work in isolation and therefore should be used in conjunction with an overall classroom management plan. Suggestions for future research and practice are provided.School personnel assume that schools require rules to function efficiently and effectively. Proactive classroom management strategies rely on the establishment of classroom rules as a means of preventing problem behavior. Proactive management entails keeping students actively involved in their schoolwork and curtailing misbehavior (Thomas & Grimes, 1990). Jones and Jones (1986) estimated that proactive techniques reduce disruptive behavior by 75%. An effective proactive strategy includes (a) clear rules and procedures, (b) predictable routines, (c) frequent monitoring, and (d) consistent enforcement. Furthermore, behavior problems must be anticipated and responded to immediately.If remediation of problems is assumed to be more troublesome than prevention (Rhode, Jenson, & Reavis, 1993), more focus should be placed on preventive strategies. Gettinger (1 988) provided three characteristics that distinguish proactive techniques from other approaches. First, proactive techniques are by definition preventive techniques, and their relative effectiveness is supported by the literature (e.g., Brophy, 1983). Second, the teacher facilitates learning and establishes order by promoting achievement. Third, group dimensions of classroom management are emphasized instead of focusing on individual student behavior.Several studies suggest that low levels of misbehavior by individual students are frequently a by-product of well-managed group activities (Gump, 1967;Kounin, 1970). Thus, the goal of preventive strategies is to de-emphasize discipline and stress group involvement in academics. It has been suggested by Sanford, Emmer, and Clements (1983) that proactive classroom management does not focus primarily on behavioral or instructional management, but on fostering student involvement and cooperation in classroom activities as well as establishing a productive working environment. Therefore, proactive establishment of classroom rules should be an integral component of the implementation of an effective management strategy. Classroom Rules and Management StrategiesClassroom rules are often established, without any other management plan, in the hopes that appropriate behavior will follow. Requests for reprints should be sent to J. Christopher McGinnis, Department of Psychology, University of Southern Mississippi, Hattiesburg, MS 39406-5025.220

The purpose of this study was to conduct a preliminary evaluation of a brief behavioral sleep protocol for enhancing standard behavioral treatment for child noncompliance among children with behavior problems. Data were drawn from an archival analysis of pediatric cases treated for noncompliance or disruptive behavior problems in an outpatient behavioral health clinic. A total of 50 cases (mean age ϭ 7.6 years) were identified in which the brief behavioral sleep protocol was delivered prior to behavioral parent training, and weekly parent ratings of child sleep and compliance were collected. Repeated-measures analyses indicated a significant immediate improvement in both child sleep and compliance ratings following the brief behavioral sleep protocol and prior to initiating behavioral parent training. Analyses examining changes from pretreatment to the end of all treatment (including both sleep and behavioral parent training) indicated large improvements in parent ratings of child compliance, with an effect size much larger than typical effect sizes in the literature for behavioral parent training alone. Treatment effects did not significantly differ across 3 clinicians delivering the interventions. Results of this preliminary evaluation suggest that the addition of a brief behavioral sleep protocol at the beginning of standard behavioral treatment for child noncompliance can substantially improve treatment outcomes. Further evaluation using rigorous clinical trial methods and norm-referenced measures is needed, but this study suggests that addressing sleep problems may be an important component of optimal treatment for child behavior problems.

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