Premium
IMPROVING CLASSROOM ENGAGEMENT AMONG HIGH SCHOOL STUDENTS WITH DISRUPTIVE BEHAVIOR: EVALUATION OF THE CLASS PASS INTERVENTION
Author(s) -
Collins Tai A.,
Cook Clayton R.,
Dart Evan H.,
Socie Diana G.,
Renshaw Tyler L.,
Long Anna C.
Publication year - 2016
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21893
Subject(s) - psychology , intervention (counseling) , multiple baseline design , task (project management) , class (philosophy) , prosocial behavior , classroom management , developmental psychology , mathematics education , management , artificial intelligence , psychiatry , computer science , economics
Off‐task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing students with passes that they can either (1) use to appropriately request a break to engage in a preferred activity for a preset amount of time or (2) keep and later exchange for a preferred item or activity. Using an ABAB withdrawal design with replication through a concurrent multiple baseline across participants design, the CPI was shown to increase academic engagement, which is incompatible with disruptive behavior, in 4 students who engaged in high levels of disruptive behavior throughout the baseline condition. Results also demonstrated partial support for the durability of intervention effects over time and indicated that both teachers and students perceived the intervention to be socially feasible. Implications of the results and directions for future research are discussed.