Maximizing academic engagement and student learning demands that teachers effectively and positively manage student behavior within the classroom. Proactive classroom management (PCM) has been advocated as a preventionoriented and intentional approach to promoting high levels of academic engagement as incompatible to classroom problem behaviors (Rathvon, 2008). PCM involves a variety of classroom management techniques and is distinguishable from other classroom management models by three primary characteristics. First, PCM seeks to optimize academic engagement as a means of preventing inappropriate behaviors that interfere with learning (Gettinger, 1988). Second, PCM integrates instruction and management into a comprehensive classroom system, rather than treating them as separate domains (Rathvon, 2008). In other words, teachers deliver and maintain the flow of academic instruction within the context of ongoing PCM strategies. Third, PCM focuses on group rather than individual aspects of student behavior (Gettinger, 1988). Prior research highlights several effective PCM strategies (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). However, few experimental studies have examined teacher-student interactions as a classwide PCM strategy, and more precisely, whether increasing ratios of positive-to-negative interactions can reduce problem behaviors and promote better academic engagement. One of the most readily available and dispensable resources teachers can deliver to proactively manage desirable classroom behavior is their own attention through positive interactions with students. There are abundant opportunities provided on a daily basis to strategically and positively interact with students to recognize them for their behavior and performance, as well as engage in positive conversations that enable students to feel like a respected and valued member of the classroom. Although teacher behavior and attention can be 679137P BIXXX10.
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. C 2013 Wiley Periodicals, Inc.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.