Evaluation of the Class Pass Intervention for Typically Developing Students With Hypothesized Escape‐motivated Disruptive Classroom Behavior

Abstract

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.

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports

“…In reviewing the 121 articles to down-select the final articles for in-depth analyses, we excluded the following studies because there was no evidence in their method section to indicate that the target students received universal Tier 1 supports within SWPBIS before receiving the Tier 2 intervention, or that the school was implementing a universal Tier 1 support for all students: two studies on CICO (Collins, Gresham, et al, 2016;March & Horner, 2002), a study on the Class Pass Intervention (CPI; Cook et al, 2014), a study on the Mystery Motivator (Beeks & Graves, 2016;Kraemer et al, 2012), and a study on self-monitoring (Clemons et al, 2016). To ensure coding consistency and reliability, interrater agreement was assessed, as calculated by dividing agreements between raters by agreements plus disagreements and multiplying by 100.…”

Improving Classroom Engagement Among High School Students With Disruptive Behavior: Evaluation of the Class Pass Intervention

“…As discussed previously, the CPI was designed as a targeted, Tier 2 intervention for students with off‐task, disruptive classroom behavior. Specifically, the CPI was designed purposefully to include both negative and positive reinforcement components to be useful as a targeted intervention for students with a variety of functions maintaining their off‐task, disruptive behavior (see Cook et al., , for greater explanation of the intervention). Each student was explicitly trained in one 30‐min session by the teachers, with the assistance of a graduate research assistant.…”

“…A previous study indicated that the CPI was effective at reducing hypothesized escape‐motivated behavior in three typically developing elementary‐age children (Cook et al., ). These three students were selected for the study using a modified multiple‐gating technique.…”

“…The Class Pass Intervention (CPI) was developed as a targeted, Tier 2 intervention with components addressing a number of the potential functions of disruptive classroom behavior (Cook et al., ). The CPI was based on the work of Friman et al.…”

Evaluation of the Class Pass Intervention: An Application to Improve Classroom Behavior in Children With Disabilities

“…Collins et al (2016) suggested that it might be beneficial to consider individual differences in academic skills as individuals with lower academic skills may need a supplementary intervention to address the difficulty of tasks from which escape is highly reinforcing. Although the CPI was originally designed for addressing escape-motivated disruptive behavior, Cook et al (2014) and Collins et al (2016) suggested that the CPI could address multiple functions of disruptive behavior, making it an option for a larger target population. The CPI can address multiple functions by providing negative reinforcement in the form of escape from a task or positive reinforcement if the break includes access to (a) a tangible or activity, (b) attention, or (c) sensory stimulation.…”