Previous research has shown that disruptive behavior can impair students’ academic success (Pierce et al. in Remedial Spec Educ 25:175–188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher’s stress level (Westling in Remedial Spec Educ 31:48–63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement; however, few studies have evaluated the efficacy of CPI. The purpose of this study was to assess the effects of CPI on disruptive behavior and academic engagement of young students who engage in disruptive behavior. This study used a non-concurrent multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in disruptive behavior and an increase in academic engagement for all three participants and these levels persisted throughout schedule thinning. In addition, results of teacher and student social validity assessments indicated that the intervention was effective and easy to implement and that students preferred the intervention.

先前的研究表明，破坏性行为会损害学生的学业成就（Pierce等人，Remedial Spec Educ 25：175-188，2004，https：//doi.org/10.1177/07419325040250030501），并且会增加教师的压力水平（《韦斯特灵》，《矫正规范教育》，2010年31：48-63，https：//doi.org/10.1177/0741932508327466）。课堂准入干预（CPI）是第二级干预措施，旨在减少破坏性行为并增加学术参与度；但是，很少有研究评估CPI的功效。这项研究的目的是评估CPI对破坏性行为和从事破坏性行为的年轻学生的学术参与的影响。这项研究使用非并行的多基线设计来评估实验控制。在目前的研究中 CPI导致这三名参与者的破坏性行为减少并且学术参与度增加，并且这些水平在整个计划缩减过程中一直保持不变。此外，师生社会有效性评估的结果表明该干预是有效且易于实施的，并且学生更喜欢该干预。