Date of Award
1976
Document Type
Thesis
Degree Name
Master of Arts (M.A.)
Department
Education
First Advisor
Martin T. Gipson
First Committee Member
Roseann Hannon
Second Committee Member
John R. Lutzker
Abstract
The purpose of this study was to investigate the relationship between disruptive behavior and academic performance. Using an ABA design the experimenter trained a teacher of a disruptive class to use precision teaching technique to reduce the incidence of out-of-seat and talking-out behaviors. The experiment was conducted during the history period. The effects of the experiment upon academic performance in history were measured by equivalent weekly history tests. Students participated in goal setting and selection of reinforcement. Students reached their behavioral goals during 4 of the 5 weeks of treatment. Percentage of occurrence of target behaviors was reduced by 4:1 for talking-out, and 17:1 for out-of-seat, as recorded by outside observers. The mean percentage of correct responses on weekly history tests increased by 36% under treatment conditions. During the reversal phase a slight increase in target behaviors occurred. Single subject analysis showed that all students improved in performance during the treatment phases. A return to baseline conditions brought an incomplete reversal; 19 decreased slightly in academic performance, 12 continued to improve. Results suggest that the children who will benefit most from such interventions are those who, in a disruptive class, have a low or moderate level of academic performance.
Pages
102
Recommended Citation
Busher, Patricia Erwin. (1976). Effects of reduced disruptive behavior upon academic performance in the classroom. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/1899
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