| Title: |
Managing Disruptive Behaviors at School: A Meta-Analysis of Strategies Using Differential Reinforcement for All |
| Language: |
English |
| Authors: |
Irène Freyssinet (ORCID 0000-0002-3196-8618); Pascal Pansu (ORCID 0000-0002-8344-615X) |
| Source: |
Preventing School Failure. 2025 69(3):275-284. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses |
| Education Level: |
Elementary Education |
| Descriptors: |
Student Behavior; Behavior Problems; Reinforcement; Elementary School Students; Program Effectiveness; Intervention; Classroom Techniques; Prevention; Contingency Management |
| DOI: |
10.1080/1045988X.2025.2449842 |
| ISSN: |
1045-988X; 1940-4387 |
| Abstract: |
Disruptive behaviors are a source of concern in schools. Differential reinforcement strategies are often recommended to reduce their emergence by withholding access to their reinforcer while reinforcing appropriate behaviors. Differential Reinforcement for All (DR-All) refers to using a differential reinforcement strategy in the same way for all the students in a class, which would be even beneficial if applied consistently throughout the school year. This meta-analysis includes 16 single-case studies conducted in regular primary schools. The results revealed an effect of the DR-All strategy on the reduction of disruptive behaviors. They also showed a large effect size heterogeneity across studies, partly explained by several moderators. DR-All points to an effective way to reduce disruption in regular classroom situations. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494407 |
| Database: |
ERIC |