Both class-wide behavioral interventions and antecedent strategies are commonly used to target disruptive behavior problems and improve classroom management. Typically, antecedent strategies precede behavioral interventions due to their proactive nature. Antecedent strategies, such as altering the classroom seating arrangement, may be more desirable to teachers than behavior interventions due to their simplicity and ability to be easily incorporated into existing routines. Past research, though limited, has demonstrated that row and column seating arrangements are associated with lower disruptions during independent work activities compared to group seating arrangements. In the first study, a multi-element design was used to compare rates of disruptive classroom behavior when utilizing three different seating arrangements (i.e., rows, pairs, and groups). Row and pair arrangements were associated with less disruptions than the group arrangement, and rows appeared slightly superior among all three. In the second study, rates of disruptive behavior were compared under three conditions: row and column seating, the Good Behavior Game, and both. All conditions resulted in decreased disruptive behaviors from baseline conditions (i.e., group seating arrangement). The greatest decreases were observed when the game was implemented, regardless of how the desks were arranged. Practical implications for decreasing disruptive behavior and directions for future research are discussed.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04112016-122514 |
| Date | 09 May 2016 |
| Creators | Robichaux, Natalie Marie |
| Contributors | Sirridge, Mary J., Renshaw, Tyler, Noell, George, Gresham, Frank M. |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04112016-122514/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0023 seconds