Date of Graduation
1999
Document Type
Thesis
Degree Type
MA
College
Eberly College of Arts and Sciences
Department
Psychology
Committee Chair
Cheryl B. McNeil
Committee Member
Philip N. Chase
Committee Member
Robert P. Hawkins
Abstract
Teachers consistently report that student misbehavior and classroom management are among the most difficult and disturbing aspects of teaching (Clarizio, 1976; Peter D. Hart Research Associates, 1995). The current study was conducted to assess the behavior of four children in a regular education classroom to evaluate the effectiveness of three classroom behavior management approaches: (a) strategies already employed by the teacher, (b) the AD/HD Classroom Kit, (Kit) (McNeil, 1995) and (c) the Kit with a time out component. These three approaches were evaluated using an A-B-C-B sequence where each was employed for 17 days. Behaviors were assessed using behavioral observations and teacher report. Three main findings were obtained: (a) behavior was slightly improved in conditions in which the Kit was employed, (b) children exhibiting disruptive behavior exhibited higher levels of appropriate behavior when a time-out was utilized, and (c) the teacher reported greatest satisfaction when the Kit and time-out were in use.
Recommended Citation
Herschell, Amy Diane, "Managing disruptive behavior in elementary classrooms: Relative contribution of time-out when added to a whole-class token economy." (1999). Graduate Theses, Dissertations, and Problem Reports. 10416.
https://researchrepository.wvu.edu/etd/10416