Effects of individual behavioral intervention on students' off-task behavior

Classroom management in the first grade of elementary school

Yuka Honda, Kazuyoshi Sasaki

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The present study investigated effects of individual behavioral intervention on students' off-task behavior. Participants were a class of first-graders (18 boys and 8 girls, including 1 boy with AD/HD) and their homeroom teachers. After the school year started in April, 3 class days (April 10-14) were baseline sessions in which the homeroom teacher held classes as usual. During 19 intervention days (April 15 to May 21), the classes included individual behavioral interventions. Observers recorded the number of disruptive episodes (leaving one's seat selfishly, quarreling, making noise, and interfering with others), the number of children involved in such episodes, and the number of prompts from the teacher. All these measures decreased significantly from the baseline sessions to the intervention sessions. Disruptive episodes by the boy with AD/HD also decreased, but later than the other children's. The teacher intervened moderately to maintain the good environment, and at 2-month, 4-month, and 6-month follow-ups, it was found to have been maintained.

Original languageEnglish
Pages (from-to)278-291
Number of pages14
JournalJapanese Journal of Educational Psychology
Volume56
Issue number2
Publication statusPublished - 2008 Jun
Externally publishedYes

Fingerprint

elementary school
school grade
Students
classroom
teacher
management
student
Noise
number of children
school

Keywords

  • Boy with AD/HD
  • Disruptive classroom behavior
  • Elementary school first graders
  • Homeroom teacher
  • Individual behavioral intervention

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Effects of individual behavioral intervention on students' off-task behavior : Classroom management in the first grade of elementary school. / Honda, Yuka; Sasaki, Kazuyoshi.

In: Japanese Journal of Educational Psychology, Vol. 56, No. 2, 06.2008, p. 278-291.

Research output: Contribution to journalArticle

@article{a8b89a91867f40be9523c4c5861e3068,
title = "Effects of individual behavioral intervention on students' off-task behavior: Classroom management in the first grade of elementary school",
abstract = "The present study investigated effects of individual behavioral intervention on students' off-task behavior. Participants were a class of first-graders (18 boys and 8 girls, including 1 boy with AD/HD) and their homeroom teachers. After the school year started in April, 3 class days (April 10-14) were baseline sessions in which the homeroom teacher held classes as usual. During 19 intervention days (April 15 to May 21), the classes included individual behavioral interventions. Observers recorded the number of disruptive episodes (leaving one's seat selfishly, quarreling, making noise, and interfering with others), the number of children involved in such episodes, and the number of prompts from the teacher. All these measures decreased significantly from the baseline sessions to the intervention sessions. Disruptive episodes by the boy with AD/HD also decreased, but later than the other children's. The teacher intervened moderately to maintain the good environment, and at 2-month, 4-month, and 6-month follow-ups, it was found to have been maintained.",
keywords = "Boy with AD/HD, Disruptive classroom behavior, Elementary school first graders, Homeroom teacher, Individual behavioral intervention",
author = "Yuka Honda and Kazuyoshi Sasaki",
year = "2008",
month = "6",
language = "English",
volume = "56",
pages = "278--291",
journal = "Japanese Journal of Educational Psychology",
issn = "0021-5015",
publisher = "Japanese Association of Educational Psychology",
number = "2",

}

TY - JOUR

T1 - Effects of individual behavioral intervention on students' off-task behavior

T2 - Classroom management in the first grade of elementary school

AU - Honda, Yuka

AU - Sasaki, Kazuyoshi

PY - 2008/6

Y1 - 2008/6

N2 - The present study investigated effects of individual behavioral intervention on students' off-task behavior. Participants were a class of first-graders (18 boys and 8 girls, including 1 boy with AD/HD) and their homeroom teachers. After the school year started in April, 3 class days (April 10-14) were baseline sessions in which the homeroom teacher held classes as usual. During 19 intervention days (April 15 to May 21), the classes included individual behavioral interventions. Observers recorded the number of disruptive episodes (leaving one's seat selfishly, quarreling, making noise, and interfering with others), the number of children involved in such episodes, and the number of prompts from the teacher. All these measures decreased significantly from the baseline sessions to the intervention sessions. Disruptive episodes by the boy with AD/HD also decreased, but later than the other children's. The teacher intervened moderately to maintain the good environment, and at 2-month, 4-month, and 6-month follow-ups, it was found to have been maintained.

AB - The present study investigated effects of individual behavioral intervention on students' off-task behavior. Participants were a class of first-graders (18 boys and 8 girls, including 1 boy with AD/HD) and their homeroom teachers. After the school year started in April, 3 class days (April 10-14) were baseline sessions in which the homeroom teacher held classes as usual. During 19 intervention days (April 15 to May 21), the classes included individual behavioral interventions. Observers recorded the number of disruptive episodes (leaving one's seat selfishly, quarreling, making noise, and interfering with others), the number of children involved in such episodes, and the number of prompts from the teacher. All these measures decreased significantly from the baseline sessions to the intervention sessions. Disruptive episodes by the boy with AD/HD also decreased, but later than the other children's. The teacher intervened moderately to maintain the good environment, and at 2-month, 4-month, and 6-month follow-ups, it was found to have been maintained.

KW - Boy with AD/HD

KW - Disruptive classroom behavior

KW - Elementary school first graders

KW - Homeroom teacher

KW - Individual behavioral intervention

UR - http://www.scopus.com/inward/record.url?scp=54149116147&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=54149116147&partnerID=8YFLogxK

M3 - Article

VL - 56

SP - 278

EP - 291

JO - Japanese Journal of Educational Psychology

JF - Japanese Journal of Educational Psychology

SN - 0021-5015

IS - 2

ER -