Implementing a classroom management package in an urban middle school: A case study

Abstract

Previous research has shown that a classroom management package can be used to prevent challenging behaviors and promote positive student behavior. Replicating and extending previous research, the purpose of this study was to investigate if a package of precorrection, explicit timing, and active supervision can have a positive effect across content areas and grade levels within an urban middle school. Utilizing 3 single-case AB designs, the effects of a classroom management intervention in 3 classrooms were observed on decreasing student disruptions and teacher redirections. Results indicated that the rates of student disruptions and teacher redirections decreased by more than 50% across the 3 classrooms. To evaluate consumer satisfaction within the intervention, we collected social validity data.