Hostname: page-component-848d4c4894-nr4z6 Total loading time: 0 Render date: 2024-06-08T02:50:58.879Z Has data issue: false hasContentIssue false
  • English
  • Français

The Reduction of Disruptive Behaviour Using Feedback On-Task Behaviour: An Across Setting Study of a Class of 12- and 13-Year-Old Pupils

Published online by Cambridge University Press:  16 June 2009

E. McNamara  and
M. Jolly
E. McNamara
Affiliation:
Lancashire County Council, Schools' Psychological Service
M. Jolly
Affiliation:
Lancashire County Council, School Support Team
Get access Rights & Permissions [Opens in a new window]

Abstract

The growing body of research indicating that classroom behavioural management strategies can successfully modify the behaviour of mainstream classes of disruptive adolescent pupils is referred to. These “successes” are qualified by the observation that they could make the pupil teacher dependent, whereas pupil self-control is the ideal control state. Feedback strategies have the potential to encourage internalization of control (Van Houton, 1984). An intervention package involving the feedback of level of on-task behaviour as a major component is described. The effect on the individual and the group's level of on-task behaviour in two settings (Religious Education and French lessons) is reported. Claims are made that (1) the intervention promoted levels of on-task behaviour and (2) the group data generally reflected the data of individual pupils. The conclusions are drawn that while it remains to be demonstrated that the behavioural attributional tendencies of the pupils were moved in the direction of “internalization” nonetheless the research can serve as a starting point for further research in this area.

Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 18 , Issue 2 , April 1990 , pp. 103 - 119
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Drabman, R. S., Spitalink, R. and O'Leary, K. D. (1973). Teaching self-control to disruptive children. Journal of Abnormal Psychology 82, 10–16.CrossRefGoogle ScholarPubMed
Fellener, D. J. and Sulzer-Azaroff, B. (1984). A behavioural analysis of goal setting. Journal of Organizational Behaviour Management 6, 33–51.CrossRefGoogle Scholar
Gelfand, D. M. and Hartmann, D. P. (1975) Child Behaviour Analysis and Therapy. Pergamon General Psychology Series 1975.Google Scholar
Gordon, T. (1981). Crippling our children with discipline. Journal of Education 16, 228–243.CrossRefGoogle Scholar
Gottman, J. M. (1973). N-of-one and N-of-two research in psychotherapy. Psychological Bulletin 80, 93–105.CrossRefGoogle ScholarPubMed
Heaton, C., Safer, D. J., Allen, R. P., Spinnato, N. C. and Primo, F. M. (1976). A motivational environment for behaviourally deviant junior high school students. Journal of Abnormal Child Pcychology 4, 263–275.CrossRefGoogle ScholarPubMed
Kanfer, F. H. and Spates, C. R. (1977). Self-monitoring, self-evaluation and self-reinforcement in children's learning: a test of a multi-stage self-regulation model. Behavior Therapy 6, 643–654.Google Scholar
Leitenberg, H., Agras, W. S., Thompson, L. E. and Wright, D. E. (1968). Feedback in behaviour modification: an experimental anaylsis in two phobic cases. Journal of Applied Behavior Analysis 1, 131–137.CrossRefGoogle Scholar
Long, J. D. and Williams, R. L. (1973). The comparative effectiveness of group and individual free time with inner city junior high school students. Journal of Applied Behavior Analysis 6, 465–474.CrossRefGoogle ScholarPubMed
Madsen, C. H. and Madsen, C. K. (1974). Teaching Discipline; A Positive Approach for Educational Development. Newton, MA: Allyn and Bacon Inc.Google Scholar
Marholin, D. and Steinmann, W. M. (1977). Stimulus control in the classroom as a function of the behaviour reinforced. Journal of Applied Behavior Analysis 10, 465–578.CrossRefGoogle ScholarPubMed
McNamara, E., Harrop, A. and Owen, F. (1987). The effect of group orientated classroom management procedures on individual pupils. Educational Psychology 7, 157–167.CrossRefGoogle Scholar
Nau, P. A., Van Houten, R. and O'Neil, A. (1981). The effects of feedback and a principal mediated timeout procedure on the disruptive behaviour of junior high school students. Education and Treatment of Children 4, 101–113.Google Scholar
O'Brien, F. and Azrin, M. H. (1970). Behavioural engineering control of posture by information feedback. Journal of Applied Behaviour Analysis 3, 235–240.CrossRefGoogle Scholar
Sulzer, B., Hunt, S., Ashby, K., Koniarski, C and Krams, M. (1971). Increasing rate and percentage correct in reading and spelling in a fifth grade public school class of slow readers by means of a token system. In A New Direction for Education Behaviour Analysis. Ramp, N. E. and Hopkins, B. L. (Eds). Lawrence: The University of Kansas.Google Scholar
Van Houten, R. (1984). Setting up performance feedback systems in the classroom. In Focus on Behaviour Analysis in Education, Heward, W. L., Heron, T. E., Hill, D. S. and Trap-Porter, J. (Eds) Westerville, OH: Charles T. Merrill Publ. Co.Google Scholar
Wolf, M. M. and Risley, T. R. (1971). Reinforcement: applied research In The Nature of Reinforcement, Glaser, R.(Ed.), New York: Academic Press. pp. 310–325.Google Scholar
Submit a response

Comments

No Comments have been published for this article.