Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools

By J. Maag. 2001

270 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c694465384da5c4f9379df71dae88172df3b707d

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support (2007, background): “reorient themselves to attend to the positive behaviors in their students and acknowledge them when they occur (Maag 2001).”
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “, specific praise) with fidelity, and little research has documented effective approaches to support new teachers’ classroom management practices (Maag, 2001).”
Sociocultural Correlates of Disciplinary Exclusion Among Students With Emotional, Behavioral, and Learning Disabilities in the SEELS National Dataset (2007, background): “The overrepresentation of excluded youth who are most in need of support underscores the paradoxical dichotomy between the widespread use of exclusionary discipline and the underutilization of programming that has been demonstrated as effective in promoting positive behavior and decreasing antisocia”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “This practice is included in the maintain phase because in order for a teacher’s attention to be reinforcing to another, there needs to be a trusting relationship in place (Maag, 2001).”
What Is Special About Special Education for Students with Emotional or Behavioral Disorders? (2003, background): “In our view, behavioral procedures are woefully misunderstood (see Maag, 2001; Walker, Forness, et al., 1998) and, as we discuss in a later section, may frequently be implemented incorrectly or insufficiently, leading to the erroneous conclusion that behavioral procedures do not work.”
Extrinsic Reinforcement in the Classroom: Bribery or Best Practice (2004, methodology): “Teachers continually request training in behavior and classroom management techniques (Maag, 1999, 2001) such as the procedures discussed above.”
Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education (2003, background): “, the child stops disrupting class), which negatively reinforces reprimanding (Maag, 2001).”
Behavioral Approaches to Classroom Management (2013, background): “Moreover, teachers who refuse to offer rewards for desired performance run a serious risk of deteriorating classroom climate and increasing hostility toward school (Cameron et al., 2001; Colvin, 2004; Emmer, Evertson, & Worsham, 2003; Evertson, Emmer, & Worsham, 2003; Kauffman et al., 2006; Maag, 20”
Social Skills Training for Youth With Emotional and Behavioral Disorders and Learning Disabilities: Problems, Conclusions, and Suggestions (2005, background): “If it is perceived as being a lengthy and complicated process by researchers who have many resources at their disposal and the ability to exert experimental control, it is doubtful that practitioners will take the time to learn and implement this type of preintervention assessment (Maag, 2001).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “As Johnson (1988) found that attempts to change teachers’ behaviours are ineffective unless beliefs are directly questioned, preventative approaches need to be presented in such a way that is congruent with pre-service teachers’ current notions about behaviour management (Maag, 2001).”
Positive Behavior Support Systems: Applying Key Features in Preschool Settings (2005, background): “For many children, this acknowledgment serves as positive reinforcement of their behavior and increases the likelihood that they will engage in the behavior again (Maag, 2001).”