View in EDS

Using differential reinforcement for all to manage disruptive behaviors: three class interventions at kindergarten and primary school.

Saved in:
Bibliographic Details
Title: Using differential reinforcement for all to manage disruptive behaviors: three class interventions at kindergarten and primary school.
Authors: Pansu, Pascal1 pascal.pansu@univ-grenoble-alpes.fr, Freyssinet, Irène1, Le Hénaff, Benjamin1,2
Source: Frontiers in Education. 2024, p1-9. 9p.
Subject Terms: *Social learning theory, *Primary schools, *Student well-being, Reinforcement (Psychology), Normativity (Ethics), Strategic planning
Abstract: Introduction: Disruptive behaviors produce harmful effects, which reduce students' well-being and learning opportunities. This paper presents a new strategy named Differential Reinforcement for All (DR-All), which has been inspired by DR and Social Learning Theory. Methods: We conducted one study in which we applied DR-All to three classes with first grade students (intervention 1), then in kindergarten (intervention 2), and fifth grade students (intervention 3). In all three interventions, the measurements of student-student relationships and disruptive behaviors were taken 1 week before implementation and after 2 weeks of implementation. In intervention 1, disruptive behaviors were measured again 1 year after, among the 10 students who remained with the same teacher the following year. Results: Concerning student-student relationships, we only observed one effect, which was a positive effect on the most rejected pupils in the first-grade intervention, who were significantly less rejected by their classmates after the implementation. However, the results of all three interventions showed a significant decrease in the frequency of disruptive behaviors after the strategy implementation. This was also true for the intervention 1 measurement 1 year later. Discussion: To conclude, the consistent application of DR-All can reduce disruptive behaviors in the classroom. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180669503
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using differential reinforcement for all to manage disruptive behaviors: three class interventions at kindergarten and primary school.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><relatesTo>1</relatesTo><i> pascal.pansu@univ-grenoble-alpes.fr</i><br /><searchLink fieldCode="AR" term="%22Freyssinet%2C+Irène%22">Freyssinet, Irène</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Le+Hénaff%2C+Benjamin%22">Le Hénaff, Benjamin</searchLink><relatesTo>1,2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2024, p1-9. 9p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Social+learning+theory%22">Social learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Normativity+%28Ethics%29%22">Normativity (Ethics)</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+planning%22">Strategic planning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Disruptive behaviors produce harmful effects, which reduce students' well-being and learning opportunities. This paper presents a new strategy named Differential Reinforcement for All (DR-All), which has been inspired by DR and Social Learning Theory. Methods: We conducted one study in which we applied DR-All to three classes with first grade students (intervention 1), then in kindergarten (intervention 2), and fifth grade students (intervention 3). In all three interventions, the measurements of student-student relationships and disruptive behaviors were taken 1 week before implementation and after 2 weeks of implementation. In intervention 1, disruptive behaviors were measured again 1 year after, among the 10 students who remained with the same teacher the following year. Results: Concerning student-student relationships, we only observed one effect, which was a positive effect on the most rejected pupils in the first-grade intervention, who were significantly less rejected by their classmates after the implementation. However, the results of all three interventions showed a significant decrease in the frequency of disruptive behaviors after the strategy implementation. This was also true for the intervention 1 measurement 1 year later. Discussion: To conclude, the consistent application of DR-All can reduce disruptive behaviors in the classroom. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180669503
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3389/feduc.2024.1411743
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 1
    Subjects:
      – SubjectFull: Social learning theory
        Type: general
      – SubjectFull: Primary schools
        Type: general
      – SubjectFull: Student well-being
        Type: general
      – SubjectFull: Reinforcement (Psychology)
        Type: general
      – SubjectFull: Normativity (Ethics)
        Type: general
      – SubjectFull: Strategic planning
        Type: general
    Titles:
      – TitleFull: Using differential reinforcement for all to manage disruptive behaviors: three class interventions at kindergarten and primary school.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pansu, Pascal
      – PersonEntity:
          Name:
            NameFull: Freyssinet, Irène
      – PersonEntity:
          Name:
            NameFull: Le Hénaff, Benjamin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 31
              M: 10
              Text: 2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2504284X
          Titles:
            – TitleFull: Frontiers in Education
              Type: main
ResultId 1