The Effects of Loud and Soft Reprimands on the Behavior of Disruptive Students

Abstract

Two children in each of five classes were selected for a 4 month study because of their high rates of disruptive behavior. During a baseline condition the frequency of disruptive behaviors and teacher reprimands was assessed. Almost all teacher reprimands were found to be of a loud nature and could be heard by many other children in the class. During the second phase of the study, teachers were asked to use primarily soft reprimands which were audible only to the child being reprimanded. With the institution of the soft reprimands, the frequency of disruptive behavior declined in most of the children. Then the teachers were asked to return to the loud reprimand and a consequent increase in disruptive behavior was observed. Finally, the teachers were asked to again use soft reprimands, and again disruptive behavior declined.