Researchers have studied the effects of modifying the physical environment in classrooms with high levels of disruptive behaviors in the general education setting. This study incorporates modifications used by previous researchers yet in a residential school with students who have a hearing loss. The results of the study show a functional relationship between the physical environment and levels of disruptive behavior and academic engagement. The present study confirmed that by modifying the classroom environment to minimize visual and auditory distractions, disruptive behaviors decreased and academic engagement increased with students who have a hearing loss. A multiple baseline across settings design was used to examine the efficacy of the intervention in three classrooms. Social validity ratings by the teachers indicated high acceptability of the intervention. Limitations and implications for future research are discussed.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/195934 |
| Date | January 2008 |
| Creators | Guardino, Caroline A. |
| Contributors | Antia, Shirin D., Antia, Shirin D., Erin, Jane, Liaupsin, Carl |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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