Decreasing transition times in elementary school classrooms: Using computer‐assisted instruction to automate intervention components

Hine, Jeffrey F.; Ardoin, Scott P.; Foster, Tori E.

doi:10.1002/jaba.233

Cited by 18 publications

(20 citation statements)

References 38 publications

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“…Two students (Stephen and William) were subsequently exposed to self-monitoring, and increased on-task behaviors were observed for William only. These results replicate and extend previous research using mindfulness (Wilson & Dixon, 2010), as well as other research on similar behavioral interventions (Hine, Ardoin, & Foster, 2015;Lee et al, 1999) and self-monitoring protocols (e.g., Ninness, Fuerst, Rutherford, & Glenn, 1991). These results also highlight the clinical utility of the effects of mindfulness exercises paired with behavioral interventions, and suggest an additive effect between these interventions.…”

Section: Discussionsupporting

confidence: 87%

Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies

Kasson

Wilson

2016

Behav Analysis Practice

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The current case study combined mindfulnessbased strategies with a classroom behavior management treatment package, to assist teachers with managing 3rd grade student behaviors. Two teachers (Classroom teacher and Specials teacher) and six students within the same classroom were observed using a 5-min momentary time sampling procedure. A delayed multiple baseline across settings (e.g., Classroom teacher, Specials teacher) design was used to assess student behaviors across baseline (A), classroom behavior management treatment package (CBM) (B), CBM plus mindfulness (C), and CBM plus mindfulness and selfmonitoring (D) for two students. Behavioral treatment alone increased on-task behaviors for four of six (66%) students compared to baseline; however, five of six (83%) students increased and sustained high rates of on-task behaviors when mindfulness exercises were added to the behavior analytic techniques. These preliminary results support the combination of mindfulness-based strategies with traditional behavior analytic interventions for increasing student on-task behaviors in classroom settings. Keywords Behavior analysis . Mindfulness . Classroom behavior managementBehavior analytic interventions have been used in classroom settings to attenuate for issues with traditional classroom management strategies (e.g., Armendariz & Umbreit, 1999;Doggett, Edwards, Moore, Tingstrom, & Wilczynski, 2001;Gresham, 2004;Lee, Sugai, & Horner, 1999). A behavior analytic approach not only objectively identifies both skill deficits and overt problem behaviors, but also utilizes quantitative measures of behavior to make intervention decisions and denote behavior change. Antecedent manipulations (e.g.,

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Section: Discussionsupporting

confidence: 87%

Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies

Kasson

Wilson

2016

Behav Analysis Practice

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“…Although Campbell and Skinner's (2004) evaluation did not control for any threats to internal validity, it did have heuristic value and influenced other researchers who evaluated the TTG using procedures that allowed them to draw cause-and-effect conclusions (Hawkins et al, 2015;Hine et al, 2015;Yarbrough et al, 2004). Yarbrough et al (2004) used a withdrawal design to evaluate the TTG in a second-grade classroom.…”

Section: Timely Transitions Gamementioning

confidence: 99%

“…Since this initial study, numerous researchers have found evidence that interdependent group-oriented contingencies could be used to reduce inappropriate classroom behaviors (Bowman-Perrott, Burke, Zaini, Zhang, & Vannest, 2016;Flower, McKenna, Muething, Bryant, & Bryant, 2014;Stage & Quiroz, 1997). More recently, researchers used interdependent group-oriented contingencies to reduce hallway transition times (Campbell & Skinner, 2004;Hawkins, Haydon, Denune, Larkin, & Fite, 2015;Hine, Ardoin, & Foster, 2015;Yarbrough, Skinner, Lee, & Lemmons, 2004). Campbell and Skinner (2004) worked with a sixth-grade teacher to develop the Timely Transitions Game (TTG), which involved the application of interdependent group rewards with randomly selected criteria.…”

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confidence: 99%

Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game

VanMaaren

Daniels

Ignacio

et al. 2019

Journal of Positive Behavior Interventions

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Inappropriate behaviors are common during hallway transitions. Researchers have successfully reduced hallway transition times using the Timely Transitions Game, which involves applying interdependent group rewards delivered contingent upon a class’s transition time. A multiple-baseline design was used to evaluate effects of a modified Timely Transitions Game (i.e., a response cost component was added to typical Timely Transition Game procedures) on inappropriate hallway transition behavior across three elementary summer program classrooms. Visual analysis of a repeated-measures graph and statistical analysis suggested that the modified Timely Transitions Game caused immediate, consistent, and meaningful reductions in inappropriate transition behaviors across classrooms. The modified Timely Transitions Game may be an effective prevention and remediation procedure consistent with approaches focusing on reducing inappropriate behavior via the application of behavioral strategies. Discussion is focused on the need for additional studies to evaluate longitudinal effects and the generalizability of the current findings.

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“…Even experienced educators have difficulty managing student behavior during transitions (Codding & Smyth, 2008;Hine, Ardoin, & Foster, 2015). The CWS allows educators to consistently apply procedures designed to transition the class from one set of rules to another as it transitions from one activity to another .…”

mentioning

confidence: 99%

Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System

Aspiranti

Bebech

Ruffo

et al. 2018

Behav Analysis Practice

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The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD. Keywords Classroom management. Color wheel system. Autism spectrum disorder. Reducing inappropriate behaviors Effective classroom management is dependent on several factors, including classroom rules that establish behavioral expectations designed to prevent inappropriate behaviors while enhancing the classroom climate and desired behaviors (Buck, 1999; Doyle, 2006; Jones & Jones, 2012; Mastropieri & Scruggs, 2014). Researchers have indicated that a single and generalized (e.g., broad) set of approximately three to five rules is a sufficient and effective method for managing the classroom (Malone & Tietjens, 2000). Several systems that incorporate a single set of rules and contingencies for rule breaking or following include the Good Behavior Game, the Caught Being Good Game, the ADHD Classroom Kit, and the Caterpillar Game (

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Decreasing transition times in elementary school classrooms: Using computer‐assisted instruction to automate intervention components

Cited by 18 publications

References 38 publications

Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies

Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies

Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game

Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System

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