The Effects of a Structured Classroom Management System in Secondary Resource Classrooms

Abstract

ABSTRACT Comprehensive classroom management that promotes positive student behavior is necessary in secondary school. Techniques must be easy for teachers to manage across multiple class periods and be developmentally appropriate for older students. While previous literature has examined elements of classroom management in isolation, this study introduced five crucial elements of classroom management one at a time and then layered them to create a structured system for high school, special education classrooms. The following elements were introduced in order: (a) establish and teach positively stated expectations; (b) provide specific, contingent praise; (c) implement group contingency reinforcement systems; (d) implement individual reinforcement systems; and (d) apply in-class responses to inappropriate behavior. Three teachers were assisted in developing and using these elements and fidelity measures were obtained. A multiple baseline single subject research design was used to evaluate the effects of the elements on increasing on-task behavior of 36 students in their high school classrooms. Results are consistent with previous literature regarding the efficacy of the selected classroom management elements. Moderate increases in student on-task behavior were noted across phases, with a slight increasing trend as elements were added. Implementation fidelity was variable across phases and participants. Implications of results for practice are discussed.