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SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS
Author(s) -
Marlowe Roy H.,
Madsen Charles H.,
Bowen Charles E.,
Reardon Robert C.,
Logue Patrick E.
Publication year - 1978
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1978.11-53
Subject(s) - psychology , developmental psychology , mathematics education , medical education , pedagogy , clinical psychology , applied psychology , medicine
This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh‐grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client‐centered counselling, or no counselling. Each counselling group received fifteen 30‐minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client‐centered counselling, was moderately helpful in reducing inappropriate classroom behavior.