Extrinsic Reinforcement in the Classroom: Bribery or Best Practice

Akin-Little, K. Angeleque; Eckert, Tanya L.; Lovett, Benjamin J.; Little, Steven G.

doi:10.1080/02796015.2004.12086253

Cited by 73 publications

(19 citation statements)

References 59 publications

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“…Thus, using a school-wide acknowledgment system with a continuum of varied, age-appropriate strategies provides a consistent and effective mechanism to increase rates of positive reinforcement (Sugai, Horner, & McIntosh, 2008). Reviews of research have indicated that the use of rewards is only associated with a decrease in intrinsic motivation when they are expected, provided only once, and not directly tied to the level of performance (Akin-Little, Eckert, Lovett, & Little, 2004; Cameron, Banko, & Pierce, 2001). Witzel and Mercer (2003) further noted that explicit acknowledgment of the student’s behavior may be more important than the reward itself.…”

Section: Discussionmentioning

confidence: 99%

Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Mathews

McIntosh

Frank

et al. 2013

Journal of Positive Behavior Interventions

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The current study explored the extent to which a common measure of perceived implementation of critical features of Positive Behavioral Interventions and Supports (PBIS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing PBIS. School teams completed the Positive Behavioral Interventions and Supports Self-Assessment Survey to self-assess fidelity of implementation in different PBIS settings (school-wide, nonclassroom, classroom, individual). These scores were then analyzed to assess whether certain items predicted the fidelity of PBIS implementation, as assessed through another fidelity of implementation measure, the School-Wide Benchmarks of Quality, 3 years later. Regression analyses indicated that self-reported fidelity of implementation of Classrooms Systems significantly predicted sustained implementation and student outcomes, as assessed through levels of Office Discipline Referrals. Within Classroom Systems, regular acknowledgment of expected behaviors, matching instruction to student ability, and access to additional support were the strongest predictors of sustained implementation. Results are discussed in terms of critical areas for focusing PBIS training to increase the likelihood of sustained implementation.

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Section: Discussionmentioning

confidence: 99%

Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Mathews

McIntosh

Frank

et al. 2013

Journal of Positive Behavior Interventions

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“…Similarly, Rajabnejad et al (2017) hold that teachers' stroke increases students' tendency to repeat desirable behaviors that are essential for their academic success. Previous research proved that teacher strokes enable them to promote EFL/ESL students' willingness to attend classes (Pishghadam et al, 2021), intelligence, care, and feedback (Derakhshan et al, 2019), motivation (Akin-Little et al, 2004;Pishghadam and Khajavy, 2014), as well as academic engagement (Van Uden et al, 2014).…”

Section: Teacher Strokementioning

confidence: 99%

Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students’ Motivation and Academic Engagement: A Theoretical Review

Gao

2021

Front. Psychol.

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Following the recent special issue in the journal of Frontiers in Psychology, named “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” this review is carried out to describe two prime instances of teacher interpersonal behaviors, namely teacher confirmation and stroke, their underlying frameworks, and contributions to desirable student-related outcomes. In light of rhetorical-relational goal theory and the school of positive psychology, it is stipulated that language teacher confirmation and stroke are facilitators of EFL/ESL students’ level of motivation and academic engagement. Providing empirical evidence, the argument regarding the pivotal role of language teacher confirmation and stroke in EFL/ESL contexts was proved. Reviewing the available literature on the aforementioned variables, some pedagogical implications were suggested for teacher trainers, educational supervisors, and pre- and in-service language teachers. Finally, the limitations and drawbacks of the reviewed studies were identified and some avenues for further research were recommended, accordingly.

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“…Reinforcement systems in classrooms have shown impact in a wide range of outcomes across settings, including (a) strengthened student-teacher relationships; (b) increases in prosocial behaviors, intrinsic motivation, academic engagement, and achievement; and (c) decreases in offtask and disruptive behaviors (Akin-Little, Eckert, Lovett, & Little, 2004). Two effective contingent-reinforcement strategies used in classrooms include behavior-specific praise and token economies.…”

Section: Positive-reinforcement Systemsmentioning

confidence: 99%

Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

Zaheer

Maggin

McDaniel

et al. 2019

Behavioral Disorders

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Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and strategies that have been validated through rigorous research are needed. In this article, we describe evidence-based practices for creating positive and effective classrooms environments as well as illustrate implementation factors that are key to successful and sustained use of evidence-based practices in school settings.

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Extrinsic Reinforcement in the Classroom: Bribery or Best Practice

Cited by 73 publications

References 59 publications

Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students’ Motivation and Academic Engagement: A Theoretical Review

Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

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