Abstract
AbstractA clock-light cuing procedure has proven effective in controlling a variety of classroom misbehaviors when accompanied by group contingencies. In the present study, the effectiveness of a verbal learning component used in conjunction with the procedure was investigated in a first and second grade classroom of 51 pupils total. Results revealed significant reductions in misbehaviors within 13 days of treatment for both classrooms. Practical considerations in using the device are reported, as are recommendations for further research.
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