| 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. © 2010 Wiley Periodicals, Inc. |
