The Positive Plus Program: Affirmative classroom management to improve student behavior
Layering behavior-specific praise with an interdependent group contingency and teacher feedback cuts disruptive behavior and boosts engagement in second grade.
01Research in Context
What this study did
Clair et al. (2018) tested the Positive Plus Program in a second-grade classroom.
The teacher used behavior-specific praise, an interdependent group contingency, and daily feedback.
Researchers measured disruptive behavior and academic engagement across an ABAB reversal design.
What they found
When the package was in place, disruptive behavior dropped and engagement rose.
The reversal design showed the change happened only when Positive Plus was active.
How this fits with other research
Plant et al. (2007) already showed that a simple visual feedback sheet can lift teacher praise. Clair adds the group contingency piece, proving the two tools work better together.
Wiskow et al. (2019) ran the Good Behavior Game in preschool and also found that vocal feedback plus a group contingency cut disruption. Clair extends the same logic to early elementary years.
Skrtic et al. (1982) combined praise and group contingencies in seventh-grade social studies. Clair replicates the marriage of praise plus contingency, but targets younger kids and measures both disruption and engagement.
Why it matters
You can copy the whole package tomorrow. Tape a feedback chart by your desk, set a group goal, and shoot for at least three behavior-specific praises every ten minutes. The study shows second graders will stay on task and keep disruption low while you do it.
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02At a glance
03Original abstract
This study describes the Positive Plus Program, a multicomponent intervention combining behavior‐specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second‐grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior‐specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off‐task motor and verbal behavior from pre‐ to post‐intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.
Behavioral Interventions, 2018 · doi:10.1002/bin.1632