Instructions and group versus individual reinforcement in modifying disruptive group behavior.
about
The comparative effectiveness of group and individually contingent free time with inner-city junior high school students.Modification of perseverative responding that increased earnings but impeded skill acquisition in a job-skills training program.Training prosocial behaviors to young children: an analysis of reciprocity with untrained peers.Methodological and assessment considerations in evaluating reinforcement programs in applied settingsAchievement Place: development of the elected manager systemStandardized classroom management program: Social validation and replication studies in Utah and OregonThe use of prompts to enhance vicarious effects of nonverbal approval.A brief review of classroom group-oriented contingenciesThe effects of individual and group consequences on school attendance and curfew violations with predelinquent adolescentsA comparison of three methods for eliminating disruptive lunchroom behavior.Internet-based group contingency management to promote abstinence from cigarette smoking: a feasibility studyUsing taped-problems and rewards to increase addition-fact fluency in a first grade general education classroom.The group psychotherapy literature 1971.A simplified time-series analysis for evaluating treatment interventions.The reduction of stealing in second graders using a group contingency.Sociometric and disruptive behavior as a function of four types of token reinforcement programsRole playing to train elementary teachers to use a classroom management "skill package"Group contingencies for group consequences in classroom management: a further analysis.Changes in peer verbalizations accompanying individual and group contingencies to modify on-task behavior.Programming a randomized dependent group contingency and common stimuli to promote durable behavior change.Efficacy of and preference for reinforcement and response cost in token economies.An evaluation of interdependent and independent group contingencies during the good behavior game.Success with men's educational group appointments (MEGA): subjective improvements in patient education.Individual and group feedback systems for improving oral reading accuracy in learning disabled and regular class children.Operant approaches to group therapy and effects on sociometric status.Elimination of disturbing naptime behaviors of preschool children through withdrawal and re-presentation of TV audio reception.Effects of instructions on an individual's verbal behavior.
P2860
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P2860
Instructions and group versus individual reinforcement in modifying disruptive group behavior.
description
1971 nî lūn-bûn
@nan
1971 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
1971 թվականի հունվարին հրատարակված գիտական հոդված
@hy
1971年の論文
@ja
1971年論文
@yue
1971年論文
@zh-hant
1971年論文
@zh-hk
1971年論文
@zh-mo
1971年論文
@zh-tw
1971年论文
@wuu
name
Instructions and group versus ...... ing disruptive group behavior.
@ast
Instructions and group versus ...... ing disruptive group behavior.
@en
Instructions and group versus ...... ing disruptive group behavior.
@nl
type
label
Instructions and group versus ...... ing disruptive group behavior.
@ast
Instructions and group versus ...... ing disruptive group behavior.
@en
Instructions and group versus ...... ing disruptive group behavior.
@nl
prefLabel
Instructions and group versus ...... ing disruptive group behavior.
@ast
Instructions and group versus ...... ing disruptive group behavior.
@en
Instructions and group versus ...... ing disruptive group behavior.
@nl
P2860
P356
P1476
Instructions and group versus ...... ing disruptive group behavior.
@en
P2093
Tramontana J
P2860
P304
P356
10.1901/JABA.1971.4-113
P577
1971-01-01T00:00:00Z