|
| Classroom Management System That Uses Direct Stimulus Control Across Agents, Students, Settings, Tasks, and Behaviors |
| Tuesday, May 30, 2006 |
| 9:00 AM–10:20 AM |
| Manila |
| Area: EAB; Domain: Applied Research |
| Chair: Christopher Skinner (University of Tennessee) |
| Abstract: During this symposium we will describe and present a withdrawal design demonstrating the effectiveness of a classroom management system known as the color wheel on fourth-grade general education students' inappropriate verbalizations. Following this initial paper, three additional empirical case studies (i.e., A-B designs) will be presented to provide empirical evidence of generalization across agents (teachers), students (difference classrooms), behaviors (out of seat, off-task), settings (different classrooms), and tasks (small reading groups). We will provide attendees with a description of our empirically validated method to manage classroom behavior that focus on class-wide stimulus control and transition procedures. Concrete examples of materials (the color wheel, posted rules) will be displayed and implementation procedures will be demonstrated. |
| |
| Color Wheel: A Classroom Management System Used to Decrease Inappropriate Verbalizations. |
| DANIEL L. FUDGE (University of Tennessee), Christopher Skinner (University of Tennessee), Lisa Reece (University of Tennessee), Dan Cowden (Knox County School System) |
| Abstract: The purpose of this study was to assess the effectiveness of a color wheel intervention used as a classroom management system. This was designed to decrease inappropriate vocalizations (IV) in an urban general education fourth-grade classroom located in the Southeast. An A-B-A-B withdrawal design was used to evaluate the efficacy of this intervention. After the first baseline phase the data range was from 35.8% to 75%. After the first treatment phase the range was 1.6% to 10.8%. Only two data points were collected for the withdrawal phase because the students’ behavior reverted back to baseline levels so quickly, the teacher refused to continue with the withdrawal phase and re-applied the interventions after the third day. The range for the second treatment phase was 9.5% to10.8%. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased IV markedly for both treatment phases. |
| |
| Decreasing Off-task Behavior With a Color Wheel Classroom Management System in Kindergarten. |
| BRIANA L. HAUTAU (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: The purpose of this empirical case study of a consultation case was to assess the effectiveness of a Color Wheel intervention used as a classroom management system. An A-B design was used to evaluate the efficacy of this intervention. This was designed to decrease students’ off-task behaviors in an urban general education kindergarten classroom located in the Southeast. After the baseline phase, off-task behavior ranged from 11.76% to 20.79% (average 15.01%). After the treatment phase, off-task behavior ranged from 4.56% to 11.71% (average 7.80%). Because the intervention was done as part of a consultation case, the treatment was not withdrawn and no further data was collected. Students were rewarded for timely transitions between activities and were randomly rewarded for desirable behavior as defined by the color wheel rules. Students were rewarded with marbles in a jar. A full jar signified a random drawing of a reinforcer that the students would earn. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased students’ off-task behavior markedly. |
| |
| Decreasing Out of Seat Behavior With a Color Wheel Classroom Management System in Kindergarten. |
| JAIME BELOW (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: The purpose of this empirical case study of a consultation case was to assess the effectiveness of a Color Wheel intervention used as a classroom management system. An A-B design was used to evaluate the efficacy of this intervention. This was designed to decrease students out-of-seat behavior in a rural general education kindergarten classroom located in the Southeast. After the baseline phase, the percent of students out of their seat ranged from 20%-35%. After the treatment phase, the percent of students out of their seat ranged from 3%-9%. In addition, data was collected for an individual student who left his seat more than any other student. After the baseline phase, the individual student’s percent of out of seat behavior ranged from 41%-48%. After the treatment phase, the individual student’s percent of out of seat behavior ranged from 11%-27%. This being a consultation case no further data was collected. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased students leaving their seats markedly. The result of the treatment on the individual student’s out of seat behavior shows a dramatic decrease in out of seat behavior. |
| |
| Decreasing Out of Seat Behavior With a Color Wheel Classroom Management System in First Grade. |
| STEPHANI M. CHOATE (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: The purpose of this empirical case study of a consultation case was to assess the effectiveness of a Color Wheel intervention used as a classroom management system in a first-grade classroom. This was designed to decrease students leaving their seats without permission in an urban general education fourth-grade classroom located in the Southeast. An A-B design was used to evaluate the efficacy of this intervention. After the baseline phase the data ranged from # to #. After the treatment phase the data ranged # to #. In addition, data was collected for an individual student who left his seat more than any other student. This being a consultation case no further data was collected. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased students leaving their seats markedly. The result of the treatment on the individual student’s out of seat behavior show a dramatic decrease in out of seat behavior. |
|
| |