A program of research was conducted to assess the need for and the impact of structured classroom management procedures with elementary and middle school aged gifted students attending centralized enrichment classes. A methodology was developed for obtaining reliable measures of students' classroom behavior using frequently repeated observations within a single class session. These methods allowed for a fine-grain experimental analysis of students' classroom behavior in relation to instructional activities and behavior management strategies implemented by teachers. / The teachers at the gifted enrichment center unanimously agreed that students in their classes were more inattentive and disruptive than they preferred. Six different behavior management studies were conducted within six different classes of gifted students. Results of these studies indicated that gifted students spent a large portion of class time appropriately engaged in assigned activities, but did so intermittently with considerable variability in their behavior across instructional activities. / Without behavior management interventions, all students rarely were on-task for more than a few minutes at a time, and classrooms were characterized by a continuous background of moderate disruption. An intervention using a semi-automated feedback and response cost apparatus to mediate both immediate behavorial feedback and delayed positive reinforcement for task engagement was demonstrated to be effective with both individual students and entire classes. / The advantages and limitations of group versus individual interventions were discussed in relation to demands on teachers' time, teachers' perceptions of students' classroom behavior and teachers' skills. The need for teachers to learn behavior management procedures for actively shaping greater attentiveness and task involvement in gifted students was supported. / The methods used in this research were presented as a general model for empirically evaluating the effects of instructional and disciplinary procedures used with intellectually gifted students. / Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2293. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76158 |
| Contributors | SLIFER, KEITH J., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 209 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0659 seconds