Study objective: Decreasing the frequency of students’ inappropriate remarks and establishing quiet listening behavior. Design: Multiple baseline design across classrooms. Setting: Regular public elementary school classrooms. Participants: 88 fourth-grade students in 3 classrooms. Intervention: Condition 1: A lesson was given on the skill of listening to the teacher and rules for good listening. A poster on how to listen was put up in the classroom. The teachers demonstrated the "silent pose" (placing a finger on the lips) as a prompt intended to promote students’ quiet listening behavior, and praised the behavior of the students who were quiet. Although the teachers recorded the time until all students were quiet, they did not announce that information. Condition 2: In addition to the procedures of Condition 1, the teachers announced how much time had been taken for the students to become quiet. Condition 3: In addition to announcing the time taken, the teachers wrote the time on a graph, and continued to praise quiet behavior. Probe: The teachers praised the students after they had become quiet; however, no feedback was given to the students on time. Measure: The time taken after the teacher had instructed the students to be quiet for all students in the class to become quiet. Results: The time that the students took to become quiet decreased in Conditions 1 and 2; this change was maintained in Condition 3. Conclusion: The intervention appeared to have resulted in a reduction in the time taken to achieve quiet in these classrooms.

Study objectives: The purpose of the present study was to examine the effects of a teacher encouraging children to participate actively in positive behavior support (PBS) by focusing on the children’s support behavior which was aimed at increasing the target behavior that the children had selected. Design: Multiple baseline design across three subjects studied by the class. Setting: A public elementary school. Participants: 14 children in one sixth-grade class. Intervention: Using a diagram of the three-term contingency, the teacher (the first author of this report) taught the children how to increase the target behavior, which was studying together (teaching and learning). The children then planned support behavior designed to increase the target behavior. After that, the teacher posted a plan and provided opportunities for self-evaluation. Measures: The occurrence rate of the children’s behavior of studying together, and their support behavior in the three subjects. Results: The children’s rate of studying together and their support behavior increased in all three subjects. In a post-intervention questionnaire, the affirmation rate for the purpose, methods, and results of this practice exceeded 80%. Conclusion: The results of the present study suggest that, in order for children to consider how to increase their target behavior, it may be important for teachers to teach the three-term contingency and to set up opportunities for children to evaluate their performance.

Radical behaviorism is a philosophy about the subject matter and methodology upon which behavior analysis is based. In recent years, radical behaviorism has been critically and developmentally inherited by several behavior analysts, a movement that can be called post-Skinnerian behaviorism. The purpose of the present paper is to discuss some of these post-Skinnerian behaviorisms, mainly those coming from the field of the experimental analysis of behavior. The behaviorisms covered in this paper are Baum’s molar behaviorism, Rachlin’s teleological behaviorism, Staddon’s theoretical behaviorism, Timberlake’s biological behaviorism, and another biological behaviorism by Donahoe. First, the main points of these post-Skinnerian behaviorisms are explained and contrasted with Skinner’s radical behaviorism. Then, the similarities and differences among these behaviorisms are summarized in terms of how behavior is viewed, the distinction between operant and respondent, the treatment of conscious experience and mental life and the use of mental concepts, the treatment of internal causes of behavior, and pragmatism. Finally, the article discusses a future vision of the experimental analysis of behavior as guided by each of these behaviorisms.