ABSTRACT

Comprehensive classroom management that promotes positive student behavior is necessary in secondary school. Techniques must be easy for teachers to manage across multiple class periods and be developmentally appropriate for older students. While previous literature has examined elements of classroom management in isolation, this study introduced five crucial elements of classroom management one at a time and then layered them to create a structured system for high school, special education classrooms. The following elements were introduced in order: (a) establish and teach positively stated expectations; (b) provide specific, contingent praise; (c) implement group contingency reinforcement systems; (d) implement individual reinforcement systems; and (d) apply in-class responses to inappropriate behavior. Three teachers were assisted in developing and using these elements and fidelity measures were obtained. A multiple baseline single subject research design was used to evaluate the effects of the elements on increasing on-task behavior of 36 students in their high school classrooms. Results are consistent with previous literature regarding the efficacy of the selected classroom management elements. Moderate increases in student on-task behavior were noted across phases, with a slight increasing trend as elements were added. Implementation fidelity was variable across phases and participants. Implications of results for practice are discussed.

摘要

在中学，有必要进行全面的课堂管理以促进学生的积极行为。技术必须易于教师在多个课堂上进行管理，并且在发展上适合年龄较大的学生。尽管先前的文献单独研究了教室管理的各个要素，但本研究一次介绍了五个教室管理的关键要素，然后将它们分层以创建用于高中特殊教育教室的结构化系统。依次介绍了以下内容：（a）建立并教授积极表达的期望；（b）提供具体的或有条件的表扬；（c）实施团体应急体系；（d）实施个人加固系统；（d）对不适当的行为采取课堂回应。协助了三名教师开发和使用这些元素，并获得了保真度测量。多基线单学科研究设计用于评估元素对增加36名学生在高中课堂上的工作行为的影响。结果与先前有关所选教室管理元素功效的文献一致。在各个阶段中，学生在工作中的行为都有中等程度的增加，并且随着元素的添加而略有增加的趋势。实施保真度在各个阶段和参与者之间是可变的。讨论了结果对实践的影响。使用多基线单主题研究设计来评估元素对增加36名学生在高中教室中工作时行为的影响。结果与先前有关所选教室管理元素功效的文献一致。在各个阶段中，学生在工作中的行为都有中等程度的增加，并且随着元素的添加而略有增加的趋势。实施保真度在各个阶段和参与者之间是可变的。讨论了结果对实践的影响。多基线单学科研究设计用于评估元素对增加36名学生在高中课堂上的工作行为的影响。结果与先前有关所选教室管理元素功效的文献一致。在各个阶段中，学生在任务中的行为都有适度的增加，并且随着元素的添加而略有增加的趋势。实施保真度在各个阶段和参与者之间是可变的。讨论了结果对实践的影响。实施保真度在各个阶段和参与者之间是可变的。讨论了结果对实践的影响。实施保真度在各个阶段和参与者之间是可变的。讨论了结果对实践的影响。