Standardized Classroom Management Program: Social Validation and Replication Studies in Utah and Oregon

116

In three experiments, we compared the effects of instructional arrangements that varied in: (a) teacher versus peer mediators, (b) methods used, (c) levels of student academic responding generated, and (d) content taught and tested. Instructional arrangements (i.e., tasks, structure, teacher position, teacher behavior) and students' levels of academic responding were measured by an observation system which served as an index of the independent variables. Students' accuracy on weekly spelling, arithmetic, and vocabulary tests and pre-and post-standardized achievement tests (Experiments 2 and 3 only) were the dependent variables. Results indicated that the classwide peer tutoring, compared to the teacher's procedure, produced more student academic responding and higher weekly test scores, regardless of treatment order or subject matter content (Experiment 1). The four lowest performing students in each class, in particular, benefited from peer tutoring, often performing as well as the other students. These findings were replicated in Experiments 2 and 3 wherein content taught/tested was also manipulated. Standardized test score gains were higher in those areas in which peer tutoring was used longest. Issues related to the functional analysis of instruction and achievement gain are discussed.DESCRIPTORS: academic behavior, peer tutoring, classroom, elementary studentsOnly within the last 5 years have standardized achievement outcomes been causally attributed to teaching (Becker, 1977(Becker, , 1978Becker & Gersten, 1982;Brophy, 1979). Investigations of teaching practices that produce academic gains are beginning to yield exciting information on how to arrange lessons, how these arrangements affect student behavior, and in the long term, how they

mentioning

confidence: 99%

Teacher‐versus Peer‐mediated Instruction: An Ecobehavioral Analysis of Achievement Outcomes

Greenwood

Dinwiddie

Terry

et al. 1984

116

“…Over the last decade literally hundreds of classroom-based studies have shown that teachers' delivery of social reinforcement can result in improved academic performance (Hasazi & Hasazi, 1972;Lovitt & Curtiss, 1968); rule-following and good school deportment (e.g., Greenwood, Hops, Walker, Guild, Stokes, Young, Keleman, & Willardson, 1979; This research was supported by a grant from the Richard King Mellon Foundation. The authors thank the administrators, teachers, and students of the Pittsburgh Public Schools for their generous cooperation and support.…”

mentioning

confidence: 99%

“…Reprints may be obtained from Phillip S. Strain, Department of Psychiatry, University of Pittsburgh, 3811 O'Hara St., Pittsburgh, Pennsylvania 15213. Walker, Hops, & Fiegenbaum, 1976); improved cognitive and linguistic performance (e.g., Bricker & Bricker, 1974); and increased social responsiveness (e.g., Hops, Walker, & Greenwood, 1979;Strain & Timm, 1974).…”

mentioning

confidence: 99%

Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance

Strain¹,

Lambert²,

Kerr³

et al. 1983

Naturally occurring levels of teacher commands, child compliance to those commands, and positive and negative teacher feedback were studied in 19 teachers and 130 children in kindergarten through third grade. Seventy-five of the children had been identified as "making a good social adjustment" to school (high-rated) and 55 children were identified as "not making a good social adjustment" to school (low-rated). Results of intensive observation over a 4-wk period showed that: (a) individual teachers differed significantly in their overall use of commands; however, they did not differentially respond to high-versus low-rated children; (b) high-rated children were more likely to comply with commands than were low-rated children; (c) although the overall level of positive social consequences was extremely low, there was some indication that highrated children were more likely to receive positive feedback for compliance than were low-rated children; (d) low-rated children received significantly more positive feedback than high-rated children for noncompliance; (e) teachers gave negative feedback for noncompliance at an equal level to both groups of children; and (f) although repeated teacher commands following noncompliance were equal across groups, low-rated children were exposed to significantly higher levels of repeated commands following compliance than were high-rated youngsters.DESCRIPTORS: teacher behavior, classroom, assessment, childrenProbably the most readily available and on occasion a powerful influence on children's classroom behavior is social reinforcement from the teacher. Over the last decade literally hundreds of classroom-based studies have shown that teachers' delivery of social reinforcement can result in improved academic performance

“…The elementary schools have been a popular and productive setting for applied behavior analysts (Kazdin, 1975) who have directed a great deal of effort toward the problem of managing students in the classroom (e.g., Barrish, Saunders, & Wolf, 1969;Greenwood, Hops, Walker, Guild, Stokes, & Young, 1979;Madsen, Becker, & Thomas, 1968;O'Leary, Becker, Evans, & Saudargas, 1969). However, relatively little attention has been paid to the difficulties encountered by schools outside the classroom setting.…”

mentioning

confidence: 99%

Behavioral School Psychology Goes Outdoors: The Effect of Organized Games on Playgound Aggression

Murphy

Hutchison

Bailey

1983

This research focuses on the inappropriate, largely aggressive, behaviors of 344 K-2 children assigned to a playground prior to the beginning of the school day. Initially, a system for observing large numbers of children freely roaming over a large, open area was developed. This observational method was then used to determine the effectiveness of providing organized games for reducing potentially dangerous playground behaviors. Using a reversal (ABAB) design, it was found that the games, rope jumping, and foot racing, along with an infrequently used time-out procedure, significantly reduced the frequency of inappropriate incidents. It is suggested that when dealing with large groups, antecedent environmental manipulations may be more practical than providing consequences for the behaviors exhibited by identified individuals.DESCRIPTORS: recreation activities, aggressive behavior, group control, playground behavior, childrenThe elementary schools have been a popular and productive setting for applied behavior analysts (Kazdin, 1975) who have directed a great deal of effort toward the problem of managing students in the classroom (e.g