A Comparison of the Effects of Continuous and Intermittent Response Cost and Reprimands in the Classroom

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Abstract
The effects of continuous and intermittent verbal reprimands and response cost (loss of recess time) on the off-task classroom behaviors of children with behavior problems were examined. Results indicated that all four interventions significantly decreased off-task behavior compared to a no-treatment baseline. The continuous use of response cost resulted in the greatest decrease in off-task behavior, whereas the decreases observed during the other three conditions were comparable. Thus, the consistent use of response cost appears to be the superior discipline strategy.