Abstract
A home-based reinforcement (H-BR) programme was carried out in a secondary school to increase rule-following and work completed by two groups of disruptive students. Of particular interest was whether the positive effects of the programme on target students would ‘spill-over’ to equally disruptive control students in the same classes. The results showed highly significant improvements in the work and behaviour of both sets of target students but positive ‘spill-over’ effects on controls were only apparent in one of the classes. Possible explanations for this are discussed. It is concluded that the already considerable value of H-BR programmes in secondary schools as minimal intervention techniques would be enhanced even more if ‘spill-over’ effects on non-targeted, classroom sub-groups could be planned for, rather than hoped for.
| Original language | English |
|---|---|
| Pages (from-to) | 265-276 |
| Number of pages | 12 |
| Journal | Educational Psychology |
| Volume | 6 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1 Jan 1986 |