The Implication of Positive Reinforcement Strategy in dealing with Disruptive Behaviour in the Classroom: A Scoping Review

  • Aisha Rafi Shifa Tameer-e-Millat University
  • Ambreen Ansar wah medical college
  • Muneeza Amir Sami Shifa Tameer-e-Millat University
Keywords: Behaviorist paradigm, Operant conditioning, disruptive behavior.


The scoping review study was carried out from January 18, 2019, to February 18, 2019, by following the Arksey and O'Malley method of scoping review. An extensive search in the bibliographic databases, PubMed, ERIC, and Google scholar for the gray literature was done. The search was narrowed by a set of inclusion and exclusion criteria. The studies included in the literature search were sort by the PRISMA flow chart. The selected studies address the use of a positive reinforcement strategy to manage disruptive behavior in the classroom. The positive reinforcement strategies identified were praise (41%), feedback (33%), and other classroom management studies (25%). Skinner's operant learning principle has a classroom implication for increasing the likelihood of the desired behavior. The results of the review can be used to implement evidence-based practice and policy regarding improving the desired behavior in the classroom.

Author Biographies

Ambreen Ansar, wah medical college

Assisstant professor

Community medicine

Muneeza Amir Sami, Shifa Tameer-e-Millat University

Instructor at department of health professions education


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How to Cite
Rafi A, Ansar A, Sami M. The Implication of Positive Reinforcement Strategy in dealing with Disruptive Behaviour in the Classroom: A Scoping Review. JRMC [Internet]. 26Jun.2020 [cited 19Oct.2021];24(2):173-9. Available from:
Review Article