Positive Behavior Change: Effects of an Intervention Package for Disruptive Behavior in a Specialized School Setting

Autor/inn/en	Stremel, J. Meredith; Hawkins, Renee O.; Collins, Tai A.; Nabors, Laura
Titel	Positive Behavior Change: Effects of an Intervention Package for Disruptive Behavior in a Specialized School Setting
Quelle	In: Psychology in the Schools, 59 (2022) 3, S.607-627 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stremel, J. Meredith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22634
Schlagwörter	Behavior Problems; Student Behavior; Intervention; Behavior Modification; Peer Influence; Contingency Management; Special Schools; Emotional Disturbances; Behavior Disorders; Rewards; Program Effectiveness; Time on Task; Learner Engagement; Teacher Attitudes + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Krisenbewältigung; Special school; Sonderschule; Gefühlsstörung; Reward; Belohnung; Zeitaufwand; Lehrerverhalten
Abstract	An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a student to watch throughout the 45-min class period to determine if that student was following classroom rules. If so, the entire class earned a randomly selected reward at the end of class period. The intervention package also included two opportunities, one at the start and one at the end of class, for students to engage in positive reporting sessions. Results indicated an increase in engagement and a decrease in off-task and disruptive behavior while the intervention was implemented. The effects on positive and negative peer statements were ultimately minimal throughout all classrooms and phases. Social validity data indicated that teachers found the intervention package to be easy to include in their daily routine and stated that they would continue using this intervention package in the future. Discussion focuses on implications for practice and the need for additional research examining the effects of positive peer reports on student behavior. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01