A practical reinforcement hierarchy for classroom behavior modification

A practical reinforcement hierarchy was proposed for classroom-based behavior modification programs. The seven-level hierarchy ranged from primitive consequences (Le., Infantile Physical Contact and Food) through the more abstract consequences (i.e., Praise and Internal Self-Reinforcement). Suggestions were made for using the hierarchy in teacher consultation and behavior modification planning.     

Self-regulation of timeout duration in the modification of disruptive classroom behavior

The effects of self-determination vs. teacher-determination of timeout duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. There were five phases to the study: In a repeated measures design each subject received timeout for 5 minutes, no timeout, 5 minutes timeout, selfdetermined timeout duration, and student = teacher-determined timeout duration. The overall effect of timeout was to reduce significantly the rate of disruptive behavior. The effects of various timeout conditions did not differ, indicating self-management of timeout duration was just as effective as when the teacher set the timeout duration.