{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,14]],"date-time":"2024-09-14T00:37:56Z","timestamp":1726274276849},"reference-count":19,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":13786,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[1975,6]]},"abstract":"<jats:p>The common assumption that employing tangible rewards with individual children will have adverse effects upon peer observers was studied in the preschool setting. Multiple\u2010subject, multiple\u2010baseline procedures were applied to two classes of children, aged 3.5 to 6 yr. In each group, three consecutive children with low base rates of in\u2010seat behavior received a verbal contingency and food rewards for sitting, while peers (with either low or high rates of in\u2010seat behavior) received neither food nor teacher attention for sitting. Peer reactions measured were in\u2010seat behavior, aggression, nonaggressive disruptive behavior, and complaints. The procedures neither decreased the in\u2010seat behavior of peer observers, nor increased their aggressive or disruptive behavior. On the contrary, peers with low base rates of sitting initially displayed an abrupt, but temporary, increase in sitting. Moreover, although no compensatory attention was delivered, all children exhibited improved sitting by the end of the study. Complaints, which consisted mainly of requests for rewards, decreased in frequency with successive program phases, and within each phase. It is suggested that the class improvement in sitting behavior and the absence of negative effects on observers may be partially due to the high frequency of attention the teacher maintained for other desired behavior and the lack of attention to children's complaints.<\/jats:p>","DOI":"10.1901\/jaba.1975.8-187","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:59:31Z","timestamp":1141315171000},"page":"187-196","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":30,"title":["DOES USE OF TANGIBLE REWARDS WITH INDIVIDUAL CHILDREN AFFECT PEER OBSERVERS?1"],"prefix":"10.1002","volume":"8","author":[{"given":"Pauline R.","family":"Christy","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0065-2601(08)60108-2"},{"key":"e_1_2_1_3_1","first-page":"228","volume-title":"The nature of reinforcement","author":"Bandura A.","year":"1971"},{"key":"e_1_2_1_4_1","doi-asserted-by":"crossref","first-page":"199","DOI":"10.1901\/jaba.1970.3-205","article-title":"Effects of teacher attention on attending behavior of two boys at adjacent desks","volume":"3","author":"Broden M.","year":"1970","journal-title":"Journal of Applied Behavior Analysis"},{"key":"e_1_2_1_5_1","volume-title":"The effects of direct and \u201cvicarious\u201d reinforcement on the behavior of problem boys in an elementary school classroom","author":"Carnine D.","year":"1968"},{"key":"e_1_2_1_6_1","volume-title":"Manual for child behavior modification","author":"Gelfand D. 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