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ERIC Number: EJ852154
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0256-8543
Do Reinforcement and Induction Increase Prosocial Behavior? Results of a Teacher-Based Intervention in Preschools
Ramaswamy, Vidya; Bergin, Christi
Journal of Research in Childhood Education, v23 n4 p527 Sum 2009
Teachers were trained to use reinforcement and induction to increase prosocial behavior in a sample of 98 children in Head Start-affiliated preschools, using a peer coaching model. There was one control group and three intervention groups: reinforcement-only, induction-only, and reinforcement-and-induction. Results indicated that the intervention groups showed a significant increase in total classroom prosocial behavior compared to the control group. The induction-only group increased dramatically in affection. The reinforcement-only group increased more in helping, sharing, and cooperation than in affection and comforting. Teacher behaviors in the classroom did not reflect conclusively that they were using the intervention strategies, possibly due to inadequate measurement. (Contains 4 tables.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A