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1.
The present study investigated the effectiveness of a novel class‐wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh‐ and eighth‐grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students’ academic engagement, or on‐task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off‐task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class‐wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time.  相似文献   

2.
Notwithstanding the wealth of research that documents the effectiveness of self‐management programs in the classroom, few investigations have explored classwide use of self‐management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self‐management intervention for decreasing disruptive behaviors among three at‐risk second‐grade students. We used a multiple baseline across subjects design and evaluated the effects of the self‐management program at both the individual and classwide levels during academic instruction time. Results of the study showed a decrease in disruptive behaviors of the target students and a general decrease in classroom disruptive behavior. In addition, teachers and students provided positive ratings of intervention acceptability and feasibility. Limitations, implications, and future directions for research are discussed.  相似文献   

3.
The present study evaluated the effects of the On‐Task in a Box intervention on student on‐task behavior when used as a class‐wide intervention. The intervention package includes self‐monitoring, video modeling, and reinforcement contingency components. A multiple baseline design across three elementary classrooms was used to determine the effects of the intervention on student behavior. Results indicated immediate increases in on‐task behavior in all classrooms. Calculation of nonoverlap of all pairs’ effect sizes indicated strong intervention and maintenance effects on on‐task behavior of students in all classrooms. Social validity data were also collected, which indicated adequate validity of the intervention. Results of the study suggest that the intervention package may be effective for improving class‐wide levels of on‐task behavior.  相似文献   

4.
We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006.  相似文献   

5.
In this research, we sought to replicate findings of our previous research examining the efficacy of 1st‐Grade Peer‐Assisted Literacy Strategies (1st‐Grade PALS) with children of different achievement levels in naturally constituted general education classrooms. We also examined the impact of adding skills‐focused mini‐lessons conducted along with 1st‐Grade PALS with the 3 lowest‐achieving readers in some of these classrooms. First‐Grade PALS sessions were conducted for 30‐minutes session 3 times a week for 14 weeks. Mini‐lessons were also conducted 3 times per week for 15 to 20 minute sessions during the final 6 weeks of 1st‐Grade PALS implementation. During 1st‐Grade PALS, all students within a class were paired with other students from within the same class (1) to practice phonological awareness, phonological recoding, and reading of connected text built on previously mastered phonological elements, and (2) to make predictions about a book prior to reading it, share the experience of reading a story with a peer, have repeated exposure to text, and summarize the story through verbal retelling. The skills‐focused mini‐lessons mirrored the content of 1st‐Grade PALS and were designed to provide additional instruction and integrated practice of the orthophonemic elements of English text. Results indicate that 1st‐Grade PALS, on average, enhanced reading performance of students both in terms of statistical significance and in terms of educational relevance, although not equally for all learner types, closely replicating findings from our previous studies. Results also suggest that there was some benefit to students who participated in the small‐group mini‐lessons. However, conclusions about the true impact of the mini‐lessons are limited because teachers resisted implementing these lessons.  相似文献   

6.
This study examines the efficacy of an intervention designed to improve the classroom behavior of children identified with Attention‐Deficit/Hyperactivity Disorder (ADHD). The intervention entailed training a class of third‐grade students, including four students diagnosed with ADHD, to use self‐management and peer‐monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class time. Findings indicated that the self‐monitoring/group contingency intervention substantially decreased inappropriate talking‐out behavior in all four subjects along with their matched controls. Implications as well as limitations within the study are discussed. © 2000 John Wiley & Sons, Inc.  相似文献   

7.
The purpose of this study was to compare the effects of peer‐mediated versus teacher‐directed reading intervention on the reading performance of high school sophomores. Participants (n = 57) from the lowest 25th percentile of their sophomore class in reading were assigned randomly to peer‐mediated or teacher‐directed intervention. Fifteen to sixteen 25‐minute intervention sessions over 12 weeks included listening passage preview, retelling, and main idea questioning. Linear regression revealed statistically significant main effects of intervention on maze selection, with both treatment groups outperforming a nonequivalent control group (ES = .69–1.00). There were no statistically significant differences on oral reading fluency or maze selection between the peer‐mediated and teacher‐directed groups. Participating in peer‐mediated intervention and receiving more minutes of instruction were significantly associated with higher performance on the district reading assessment. Implications for allocating resources to tiered intervention in secondary schools are discussed.  相似文献   

8.
A comprehensive self‐management intervention was utilized to increase the on‐task behavior of three African American students within an urban middle‐school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a centralized intervention coordinator for the management of training, implementation, and progress monitoring. Results suggested that implementation of the intervention resulted in improvement in on‐task behavior across all three students; however, problems with inconsistent implementation necessitated that modifications be made to the intervention procedures. Implications for the design and implementation of self‐management interventions within general education secondary‐level settings are discussed.  相似文献   

9.
Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in special needs classrooms for students with ID. Studies that provided information on social status, social interactions, friendships, or the classroom networks of students with ID in special needs classrooms were included. Findings from 36 studies suggest that students with ID in special needs classrooms develop and maintain differentiated peer relationships. The characteristics of these peer relationships vary depending on student (e.g., cognitive skills) and classroom factors (e.g., type of special needs classroom). Results are discussed in terms of their relevance for supporting peer relationships between students with ID. Future directions for studying peer relationships in special needs classrooms are proposed.  相似文献   

10.
The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light.  相似文献   

11.
Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.  相似文献   

12.
The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape‐motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single‐case withdrawal design with replication through a concurrent multiple‐baseline across‐participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape‐motivated behavior. Results also revealed that the effects of the CPI were maintained at a two‐week follow‐up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom‐based interventions are discussed.  相似文献   

13.
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.  相似文献   

14.
The study investigated the effectiveness of self‐modeling as a treatment to increase on‐task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on‐task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on‐task behavior that generalized across academic settings. The 3 students evidenced an increase of on‐task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6‐ and 8‐week follow‐up, the students' percentages of on‐task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure. © 2000 John Wiley & Sons, Inc.  相似文献   

15.
This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction.  相似文献   

16.
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005.  相似文献   

17.
In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth‐ and fifth‐grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student‐initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000.  相似文献   

18.
The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques.  相似文献   

19.
A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.  相似文献   

20.
Policy documents in science education suggest that even at the earliest years of formal schooling, students are capable of constructing scientific explanations about focal content. Nonetheless, few research studies provide insights into how to effectively provide scaffolds appropriate for late elementary‐age students' fruitful creation of scientific explanations. This article describes two research studies to address the question, what makes explanation construction difficult for elementary students? The studies were conducted in urban fourth, fifth, and sixth grade classrooms where students were learning science through curricular units that contained 8 weeks of scaffold‐rich activities focused on explanation construction. The first study focused on the kind and amount of information scaffold‐rich assessments provided about young students' abilities to construct explanations under a range of scaffold conditions. Results demonstrated that fifth and sixth grade tests provided strong information about a range of students' abilities to construct explanations under a range of supported conditions. On balance, the fourth grade test did not provide as much information, nor was this test curricular‐sensitive. The second study provided information on pre–post test achievement relative to the amount of curricular intervention utilized over the 8‐week time period with each cohort. Results demonstrated that when taking the amount of the intervention into account, there were strong learning gains in all three grade‐level cohorts. In conjunction with the pre–post study, a type‐of‐error analysis was conducted to better understand the nature of errors among younger students. This analysis revealed that our youngest students generated the most incomplete responses and struggled in particular ways with generating valid evidence. Conclusions emphasize the synergistic value of research studies on scaffold‐rich assessments, curricular scaffolds, and teacher guidance toward a more complete understanding of how to support young students' explanation construction. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 141–165, 2012  相似文献   

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