References
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- Bernhardt, A. J., and Forehand, R. “The Effects of Labelled and Unlabelled Praise Upon Lower and Middle Class Children.” Journal of Experimental Child Psychology 19 (1975): 536–543.
- Borg, W. R.; Langer, P.; and Wilson, J. “Teacher Classroom Management Skills and Pupil Behavior.” Journal of Experimental Education 44 (1975): 52–58.
- Borg, W. R. “Protocol Materials as Related to Teacher Performance and Pupil Achievement.” Journal of Educational Research 69 (1975): 23–30.
- Borg, W. R. “Changing Teacher and Pupil Performance with Protocols.” Journal of Experimental Education 45 (1977): 9–18.
- Greenwood, C. R.; Hops, H.; Delquadri, J.; and Guild, J. “Group Contingencies for Group Consequences in Classroom Management: A Further Analysis.” Journal of Applied Behavior Analysis 7 (1974): 413425.
- Herman, S. H., and Traymontana, J. “Instructions and Group versus Individual Reinforcement in Modifying Disruptive Group Behavior.” Journal of Applied Behavior Analysis 4 (1971): 113–119.
- Kounin, J. S. Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston, 1970.
- Selig, W. G. “The Effects of Contingent Praise and Token Reinforcement on the Classroom Behavior of Emotionally Disturbed Primary Students.” Doctoral dissertation, University of Massachusetts, 1973.
- Thomas, D. R.; Becker, W. C.; and Armstrong, M. “Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher’s Behavior.” Journal of Applied Behavior Analysis 1 (1968): 3545.
- White, M. A. “Natural Rates of Teacher Approval and Disapproval in the Classroom.” Journal of Applied Behavior Analysis 8 (1975): 367–372.