The Implication of Positive Reinforcement Strategy in dealing with Disruptive Behaviour in the Classroom: A Scoping Review

Abstract

The scoping review study was carried out from January 18, 2019, to February 18, 2019, by following the Arksey and O'Malley method of scoping review. An extensive search in the bibliographic databases, PubMed, ERIC, and Google scholar for the gray literature was done. The search was narrowed by a set of inclusion and exclusion criteria. The studies included in the literature search were sort by the PRISMA flow chart. The selected studies address the use of a positive reinforcement strategy to manage disruptive behavior in the classroom. The positive reinforcement strategies identified were praise (41%), feedback (33%), and other classroom management studies (25%). Skinner's operant learning principle has a classroom implication for increasing the likelihood of the desired behavior. The results of the review can be used to implement evidence-based practice and policy regarding improving the desired behavior in the classroom.

Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

“…Besides, adult learners find social and intangible reinforcers more satisfying than material ones (Sari and Paradina, 2018). For example, after a systematic review of 24 studies, Rafi et al. (2020) reported that 41% of educators applied praise for implementing PR that increased learners’ motivation.…”

“…Besides, adult learners find social and intangible reinforcers more satisfying than material ones (Sari and Paradina, 2018). For example, after a systematic review of 24 studies, Rafi et al (2020) reported that 41% of educators applied praise for implementing PR that increased learners' motivation. Similarly, Royer et al (2019) reviewed six studies and explored the application of praise increased learner attention on the task and decreased tiredness and inappropriate behaviours.…”

Transforming aggression into creativity: Creative thinking training as a new strategy for aggression intervention

“…Aggression is the desire and behavior of an individual to intentionally harm others (Anderson & Bushman, 2002 ), whereas creativity is the generation of novel things that are useful and appropriate (Benedek et al, 2023 ). Despite the fact that reducing aggressive behaviors and improving creativity are both important commitments to education (Rafi et al, 2020 ; Wagner, 2019 ), these two commitments are usually treated independently as unrelated affairs. However, cumulative evidence has revealed a potential link between aggression and creativity.…”

Relationship between physical classroom layout and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

“…School-wide approaches to disruptive behaviour involve implementing various programs by teaching staff to enforce positive behaviour and provide sanctions towards unwanted behaviour (Rafi et al, 2020). Slater and Main (2020) noted that one of the most prevalent challenges that teachers face is classroom management since disruptive pupils take up valuable learning time.…”