Abstract
Three methods of controlling disruptive lunchroom behaviors of elementary school children were compared: basic modification procedures, basic modification procedures plus punishment essays, and basic modification procedures plus mediation essays. During an in-service workshop, six paraprofessional lunch aides received training in these methods to modify three classes of disruptive lunchroom behaviors. They then applied the methods in a counter-balanced design. Fourth- and fifth-grade elementary school pupils were observers and made reliability counts of the target misbehaviors under the various methods. Results indicated that during the periods when aides had been directed to use basic modification procedures plus mediation essays, target misbehaviors were almost totally eliminated and occurred significantly less often than during the periods when they had been directed to use basic modification procedures alone or basic modification procedures plus punishment essays.
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Selected References
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