A Classwide Peer-Modeling Intervention Package to Increase On-Task Behavior

Autor/inn/en	Richards, Laura C.; Heathfield, Lora Tuesday; Jenson, William R.
Titel	A Classwide Peer-Modeling Intervention Package to Increase On-Task Behavior
Quelle	In: Psychology in the Schools, 47 (2010) 6, S.551-566 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20490
Schlagwörter	Intervention; Behavior Modification; Rewards; Classrooms; Psychology; Models; Grade 3; Grade 4; Grade 5; Grade 6; Task Analysis; Evaluation Methods; Measurement + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Reward; Belohnung; Classroom; Klassenraum; Psychologie; Analogiemodell; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Aufgabenanalyse; Messverfahren
Abstract	Evidence-based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer-modeling intervention package to improve students' on-task behavior in the classroom are presented. The classwide intervention took place in three mixed-grade classrooms (third/fourth, fourth/fifth, and fifth/sixth) with 14-20 students each. Fifteen-minute intervention sessions occurred approximately two times a week for a total of six to eight sessions. During each intervention session, students watched a 4-minute videotape segment depicting a peer model demonstrating near 100% on-task behavior, which was accompanied by verbal coaching and small tangible rewards. Results demonstrated large treatment effects across all three classrooms, which remained large in two of the classrooms at follow-up 4-8 weeks later. Corresponding positive social validity by participating students and teachers was also documented. Results are discussed in terms of implications, limitations, and future research directions. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10