Abstract:
All of the pupils in a primary school class participated in a peer reinforcement programme. An ABAB reversal design was employed.
Disruptive pupils were first paired with one another then the remaining pupils were paired in a permanent manager-target dyad. Appropriate behaviour for the particular daily lesson was specified and all pupils were then trained by videotape in a momentary time sampling procedure. Pupils in the manager role were required to observe and classify the target subject's behaviour according to one of six categories for each auditory cue. The pupils alternated daily in the target and manager role. Reinforcement for the target subject was contingent upon a criterion level of appropriate behaviour being reached and for the manager on accuracy of observation which was monitored by the teacher.
The writer measured the on-task behaviour of the disruptive pupils in both the manager and target role and the teacher's behaviour. Pupils' perceptions of the programme were measured by questionnaire responses.
There were statistically significant increases in the on-task behaviour of the disruptive pupils with significantly greater increases occurring when in the target role. There was a significant reduction in both positive and negative teacher comments when the programme was operating and a significant increase in teacher assistance to individual pupils.
The pupils indicated satisfaction with the programme with some reservations about their allocation of partner and the length of the programme. Their perceptions were confirmed by empirical data.
