Date of Award
Master of Arts (MA)
Dr. Frederick A. Ernst
Dr. Amy A. Weimer
This study tested a disciplinary strategy that aimed at teaching students positive behaviors to decrease (or eliminate) problem behavior at school. In this study, data of five disruptive students from a middle school in South Texas were analyzed to evaluate the outcomes of the disciplinary strategy implemented by a disciplinary program facilitator at the campus. Students were conditioned to be more receptive to particular praise words related to positive thinking, and ten teachers at the campus were trained to deliver the conditioned praise words when the students expressed positive behaviors that corresponded with the conditioned praise words. Positive thinking celerated for all students with differential reinforcement. Moreover, the students engaged in problem behaviors less, and positive behaviors increased after commencing treatment with the conditioned praise words.
Zamudio, Jose A., "The indelible power of the intraverbal: Expanding the intraverbal repertoire and utilizing conditioned praise words to decrease problem behaviors of typically developing students in schools" (2016). Theses and Dissertations - UTRGV. 146.