Proactive classroom management involves teacher use of a range of positive interaction and intervention strategies for managing student behaviour in the classroom. This approach to classroom management has been shown to positively influence student academic achievement, behaviour, and social-emotional well-being, as well as teacher job satisfaction, stress levels, and turnover rate. Unfortunately, teachers often receive minimal training in such strategies, leading them to use more reactive forms of classroom management as a means of controlling problematic student behaviour. Given that reactive procedures can have many unintended negative side effects, there is a need for in-service provision of additional teacher training in proactive approaches, especially in classrooms where student problem behaviours are rampant. The present study was designed to address this need by examining the effectiveness of Errorless Classroom Management (ECM), a proactive classroom management program that builds student tolerance to classroom challenges by teaching them four keystone skills: compliance, social skills, on-task behaviour, and communication. We provided ECM training to two staff members (one teacher and one educational assistant) who were working in a special education classroom for students demonstrating extremely high levels of severe antisocial behaviour. The goal of this in-service training program was to alter staff members’ classroom management practices in order to engender covariant improvements in student behaviour. Using time-series observations, we examined staff and student behaviour before and after ECM training. We also investigated the social validity of treatment effects through the use of staff-report questionnaires. Data revealed that staff members effectively reduced their use of reactive strategies following training but were inconsistent in their application of proactive strategies. In turn, student problem behaviour markedly declined following training; however, improvements on other student outcome measures were not consistently observed. Moreover, variability in staff members’ satisfaction ratings and stress scores suggest a modest overall level of social validity. These findings provide early support for the ECM training program as a socially acceptable form of intervention. These results also suggest that it is possible to effect change in student behaviour by training staff members in positive forms of classroom management.

Proactive classroom management involves teacher use of a range of positive interaction and intervention strategies for managing student behaviour in the classroom. This approach to classroom management has been shown to positively influence student academic achievement, behaviour, and social-emotional well-being, as well as teacher job satisfaction, stress levels, and turnover rate. Unfortunately, teachers often receive minimal training in such strategies, leading them to use more reactive forms of classroom management as a means of controlling problematic student behaviour. Given that reactive procedures can have many unintended negative side effects, there is a need for in-service provision of additional teacher training in proactive approaches, especially in classrooms where student problem behaviours are rampant. The present study was designed to address this need by examining the effectiveness of Errorless Classroom Management (ECM), a proactive classroom management program that builds student tolerance to classroom challenges by teaching them four keystone skills: compliance, social skills, on-task behaviour, and communication. We provided ECM training to two staff members (one teacher and one educational assistant) who were working in a special education classroom for students demonstrating extremely high levels of severe antisocial behaviour. The goal of this in-service training program was to alter staff members’ classroom management practices in order to engender covariant improvements in student behaviour. Using time-series observations, we examined staff and student behaviour before and after ECM training. We also investigated the social validity of treatment effects through the use of staff-report questionnaires. Data revealed that staff members effectively reduced their use of reactive strategies following training but were inconsistent in their application of proactive strategies. In turn, student problem behaviour markedly declined following training; however, improvements on other student outcome measures were not consistently observed. Moreover, variability in staff members’ satisfaction ratings and stress scores suggest a modest overall level of social validity. These findings provide early support for the ECM training program as a socially acceptable form of intervention. These results also suggest that it is possible to effect change in student behaviour by training staff members in positive forms of classroom management.

Thesis (Ph.D.)--York University, 2007. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 124-144). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR32077

Thesis (Th. M.)--Western Conservative Baptist Seminary, 1992. / Abstract. Includes bibliographical references (leaves 115-120).

Thesis (Ed.D.)--Teachers College, Columbia University, 1960. / Typescript. Sponsor: E. G. Osborne. Dissertation Committee: L. W. Drummond. Type C project. Includes bibliographical references (leaves [306]-326).

Thesis (Ph. L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 77-78).

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2009) Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xii, 115 p. : ill. Includes abstract. Includes bibliographical references (p. 78-90).

Thesis (Ph. L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 77-78).

Thesis (M.Med.Sc.) - University of Queensland, 2004. / Includes bibliography.