Graduation Year
2010
Document Type
Thesis
Degree
M.S.
Degree Granting Department
Child and Family Studies
Major Professor
Rose Iovannone, Ph.D.
Committee Member
Kim Crosland, Ph.D.
Committee Member
Donald Kincaid, Ed.D.
Keywords
classroom, curriculum, behavior rating scale, teacher, fidelity
Abstract
While classroom management has been a highly researched topic in Applied Behavior Analysis, there are few empirically validated methods to effectively disseminate classroom techniques into school settings. There are three main classroom management areas that exist in the literature. These are: a) ecological factors, b) behavior principles, and c) curricular modifications. These three areas have been researched independently and in combination to find best classroom management practices. Although these areas are highly researched, dissemination of these materials into public and private classrooms has fallen far behind. However, researchers are finding specific variables that positively influence the success of programs in the environment. These variables include: (a) selection, (b) coaching and consultation, (c) determining intervention outcomes based on data analysis, (d) contextual fit, (e) social validity, (f) time efficiency, and (g) treatment integrity. The present study utilized these seven variables to train teachers how to create personal classroom management programs using ecological, behavioral, and curricular modifications. Results indicate that the program was effective in training teachers how to create their own classroom management system. In turn, the classroom management system increased appropriate student behavior and decreased inappropriate student behavior.
Scholar Commons Citation
Merritt, Lindsey M., "Ecological, Behavioral, and Curricular Interventions to Prevent Student Problem Behavior: An Approach to Implementing Effective Practices" (2010). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/1712
