An Evaluation of a Classwide Intervention Package Involving Self-Management and a Group Contingency on Classroom Behavior of Middle School Students

Autor/inn/en	Chafouleas, Sandra M.; Hagermoser Sanetti, Lisa M.; Jaffery, Rose; Fallon, Lindsay M.
Titel	An Evaluation of a Classwide Intervention Package Involving Self-Management and a Group Contingency on Classroom Behavior of Middle School Students
Quelle	In: Journal of Behavioral Education, 21 (2012) 1, S.34-57 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-011-9135-8
Schlagwörter	Classroom Techniques; Middle School Students; Student Behavior; Intervention; General Education; Interpersonal Competence; Grade 8; Reinforcement; Secondary School Teachers; Educational Strategies; Program Effectiveness; Self Management; Evaluation + Suchen Sie Ihr Suchwort? Klassenführung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Interpersonale Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Positive Verstärkung; Lehrstrategie; Selbstmanagement; Evaluierung
Abstract	The effectiveness of an intervention package involving self-management and a group contingency at increasing appropriate classroom behaviors was evaluated in a sample of middle school students. Participants included all students in each of the 3 eighth-grade general education classrooms and their teachers. The intervention package included strategies recommended as part of best practice in classroom management to involve both building skill (self-management) and reinforcing appropriate behavior (group contingency). Data sources involved assessment of targeted behaviors using Direct Behavior Rating--single item scales completed by students and systematic direct observations completed by external observers. Outcomes suggested that, on average, student behavior moderately improved during intervention as compared to baseline when examining observational data for off-task behavior. Results for Direct Behavior Rating data were not as pronounced across all targets and classrooms in suggesting improvement for students. Limitations and future directions, along with implications for school-based practitioners working in middle school general education settings, are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10