Improving Elementary Student Behavior through the Use of Positive Reinforcement and Discipline Strategies.

Autor/inn/en	Gerk, Bryan; Obiala, Roberta; Simmons, Amy
Titel	Improving Elementary Student Behavior through the Use of Positive Reinforcement and Discipline Strategies.
Quelle	(1997), (94 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Aggression; Behavior Change; Behavior Problems; Change Strategies; Classroom Environment; Decision Making Skills; Discipline; Discipline Problems; Elementary Education; Elementary School Students; Interpersonal Competence; Intervention; Positive Reinforcement; Student Behavior + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenklima; Unterrichtsklima; Disziplin; Elementarunterricht; Interpersonale Kompetenz; Student behaviour; Schülerverhalten
Abstract	This action research project evaluated a program for improving student discipline and developing a positive classroom environment. The targeted populations consisted of prekindergarten, first-, and fifth-grade students in two middle class suburbs of Chicago (Illinois). Changes in behavior were documented through behavior checklists, parental contact logs, discipline referrals by teachers to the principal, and teachers' anecdotal records. Analysis of probable cause data revealed that inappropriate behavior was related to lack of discipline plans in the classroom, the changing family structure, overcrowded schools, inclusion of special needs students, and the influence of television and other media. A review of solution strategies yielded the selection of three major components of intervention. These components were a clear classroom discipline plan developed by teachers, instruction in problem solving and intrapersonal decision-making skills, and regular positive reinforcement strategies. As a result of the interventions, the students decreased both acts of insubordination and acts of physical aggression by as much as 76 percent. Off-task behavior was decreased by as much as 63 percent. The students decreased assignment incompletion by as much as 71 percent. Finally, the students became better problem-solvers as a result of the interventions. (Eighteen appendices present observation and classroom materials. Contains 19 references.) (Author/JPB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01