Literaturnachweis - Detailanzeige
Autor/inn/en | Kisinger, Kerry; Wood, Charles L. |
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Titel | Comparative Effects of Presession and Interspersed Attention on Disruptive Behavior in an Inclusive Elementary Classroom |
Quelle | In: Journal of Special Education Apprenticeship, 12 (2023) 2, S.64-78 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2167-3454 |
Schlagwörter | Inclusion; Elementary School Students; Validity; Measures (Individuals); Intervention; Behavior Problems; Student Behavior; Comparative Analysis; At Risk Students; Grade 4; Attention Control; Teacher Attitudes; Productivity; Classroom Techniques; Private Schools; Case Studies; Males; African American Students; Instructional Effectiveness; Discipline; Suspension; Educational Environment Inklusion; Gültigkeit; Messdaten; Student behaviour; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Aufmerksamkeitstest; Lehrerverhalten; Produktivität; Klassenführung; Private school; Privatschule; Case study; Fallstudie; Case Study; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Unterrichtserfolg; Disziplin; Ausschluss; Schulausschluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt |
Abstract | This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student's disruptive behaviors, did not detract from the learning environment, and possibly improved classroom productivity, she preferred the presession attention intervention based on its simplicity and ease of implementation. Implications for research and practice are discussed. (As Provided). |
Anmerkungen | Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |