The Reduction of Disruptive Behaviour in Two Secondary School Classes

McNamara, E.; Evans, Merran; Hill, Wilhelmina

doi:10.1111/j.2044-8279.1986.tb02664.x

Cited by 11 publications

(13 citation statements)

References 4 publications

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“…It is difficult to partial out the effects of the rule posting, which may have served as a prompt for maintaining students' appropriate behavior (e.g., McNamara, Evans, & Hill, 1986). However, there are several limitations in the present study that must be noted.…”

Section: Discussionmentioning

confidence: 88%

Randomized interdependent group contingencies: Group reinforcement with a twist

et al. 2000

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This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second-grade classroom in a rural southeastern school district. Specifically, using a multiphase time-series design (i.e., A-B-A-C-B-C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RRϩ phase), and an intervention phase with all components randomized (R-ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R-ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations.

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Section: Discussionmentioning

confidence: 88%

Randomized interdependent group contingencies: Group reinforcement with a twist

et al. 2000

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“…In general, they reported that the intervention resulted in improvement in student behaviour. McNamara, Evans, and Hill (1986) also showed an increase in on-task behaviour after a class-wide intervention. The intervention included classroom seating arrangements; frequent reminders about classroom rules; evaluative teacher comments on students' behaviour in relation to the rules at the end of the lessons; arranging activities that the students valued depending on the students' behaviour; and student self-assessments regarding following the rules.…”

mentioning

confidence: 86%

Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools

Närhi

Kiiski

Peitso

et al. 2014

European Journal of Special Needs Education

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Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students' academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students' adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a prepost design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacherexperienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools.

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“…Of those investigations focused on treating pupils, the great majority have concerned themselves with pupil on-task behaviour. These include the work of McNamara et al (1986), Wheldall et al (1989), Houghton et al (1990), Bain et al (1991), Nicholls and Houghton (1995) and Swinson and Harrop (2001). Conversely, there has been a scarcity of reported investigations concerned with achieving academic aims, the two previously cited investigations, Harrop and McCann (1984) and Panagopoulou-Stamatelatou and Merrett (2000), together with Harrop and McCann (1983) and the recent investigation of Chalk and Bizo (2004), appearing to be the only British examples.…”

Section: The Kind Of Behaviour Selected For Treatmentmentioning

confidence: 84%

“…Nevertheless, there have been a number of investigations in which the mulitple baseline design has featured-e.g. McNamara et al (1986), Houghton et al (1990), Bain et al (1991) and Nicholls and Houghton (1995).…”

Section: The Inherent Properties Of Available Research Designsmentioning

confidence: 98%

The behavioural approach in schools: a time for caution revisited

Harrop

Swinson

2007

Educational Studies

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This paper takes as its starting point an examination of the current status of some of the concerns that were raised in the mid-1980s about methodological problems faced by educational researchers using the behavioural approach in schools. These concerns included the measurement of agreement between observers, the interpretation of raw data extracted, the potential influences of observers and the inherent properties of research designs. Subsequently, some more wide-ranging concerns are considered, in particular the kinds of behaviour selected for treatment, the lack of analysis of what is involved in teachers' positive responses to pupils' behaviour and the relatively uninvestigated effects of teachers' negative responses. The conclusions are presented as a series of points that are listed, as far as possible, in the order in which they confront the investigator.More than 20 years ago an article was written (Harrop, 1985) discussing some of the methodological problems faced by researchers using the behavioural approach, with their associated research designs, in school classrooms. The areas of concern at that time were centred on the way in which data from investigations were recorded and processed. The 'human observer' was likened to a faulty 'cumulative recorder'. More specifically, problems were identified in:1. measuring agreement between observers;

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The Reduction of Disruptive Behaviour in Two Secondary School Classes

Cited by 11 publications

References 4 publications

Randomized interdependent group contingencies: Group reinforcement with a twist

Randomized interdependent group contingencies: Group reinforcement with a twist

Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools

The behavioural approach in schools: a time for caution revisited

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