Abstract
A behavior modification program that employed feedback with no additional contingencies was initiated and withdrawn in an ABAB design on a target child within a classroom. The disruptive behavior of the target child as well as that of her peers was monitored. Additionally, the sociometric status of the target child was recorded. Finally, the positive and negative comments made to the target by her teacher and her peers were related to initiation and withdrawal of the feedback contingency. Results indicate that (1) feedback alone may be an effective behavior modification procedure, (2) the disruptive behavior of the target's classmates changed, even though they were not directly treated, (3) sociometric status of the target was altered by behavioral contingencies, (4) positive comments by classmates to the target increased, and (5) negative comments from the teacher to the target child decreased.
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Selected References
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