School Psychology Review · 2001 · 120 citations · 23 references
EducationEducational PsychologyPsychologyBehavior AnalysisBehavioral DisordersClassroom ManagementBehavior TherapyBehavioral InterventionsBehavioral SupportObservation Of Classroom BehaviorPositive Reinforcement SystemsStudent Behavior ManagementClassroom Behavior InterventionDisruptive Behavior Disorder TreatmentMultiple Baseline DesignResponse Cost AlternativesSchool-based Behavior InterventionSchool-based Behavioral InterventionTeacher-mediated InterventionToken Economy Systems
A multicomponent intervention that included a precision request program, mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules and teacher movement) was employed to reduce disruptive classroom behavior in 3 school-aged students with social and emotional disorders. The study employed a multiple baseline design across individuals. The results suggested that the intervention was successful in reducing levels of disruptive behaviors for all students. Baseline data indicated that, on average, students were disruptive in 37% of observed intervals. This diminished to an average of 10% during the intervention phase. In the follow-up phase, disruptive intervals remained at an average of 10%.
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