Improving Classroom Engagement Among High School Students With Disruptive Behavior: Evaluation of the Class Pass Intervention
Document Type
Article
Publication Date
2-1-2016
Department
Psychology
Abstract
Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing students with passes that they can either (1) use to appropriately request a break to engage in a preferred activity for a preset amount of time or (2) keep and later exchange for a preferred item or activity. Using an ABAB withdrawal design with replication through a concurrent multiple baseline across participants design, the CPI was shown to increase academic engagement, which is incompatible with disruptive behavior, in 4 students who engaged in high levels of disruptive behavior throughout the baseline condition. Results also demonstrated partial support for the durability of intervention effects over time and indicated that both teachers and students perceived the intervention to be socially feasible. Implications of the results and directions for future research are discussed.
Publication Title
Psychology in the Schools
Volume
53
Issue
2
First Page
204
Last Page
219
Recommended Citation
Collins, T. A.,
Cook, C. R.,
Dart, E. H.,
Socie, D. G.,
Renshaw, T. L.,
Long, A. C.
(2016). Improving Classroom Engagement Among High School Students With Disruptive Behavior: Evaluation of the Class Pass Intervention. Psychology in the Schools, 53(2), 204-219.
Available at: https://aquila.usm.edu/fac_pubs/15013
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