Teachers in regular classrooms: An applied setting for successful behavior programming

Abstract An operant‐based program was established to study the effectiveness of regular classroom teachers as mediators for behavior change in regular classroom settings. Fifty‐nine first and second graders were matched on several measures and randomly assigned to an experimental condition or a control condition. Experimental children were addressed through teacher‐generatedlconsultant‐supported behavior intervention strategies. Changes in behavior were examined by assessing differences from initial baseline and from first to second administration of the Child Behavior Checklist. In‐ class behavior change was significantly greater for the experimental condition than for the control condition, although behavior change from first to second administration of the Child Behavior Checklist was significant for all groups. A moderate to high rate of compliance to the intervention program was maintained by teachers, and moderate to high ratings of satisfaction were obtained for the program from all participants. The effectiveness, feasibility, and applicability of the program are discussed.