CWPASM: A Classwide Peer-Assisted Self-Management Program for General Education Classrooms

摘要: Abstract Though a number of empirically-supported interventions have been shown to improve classroom behavior, management remains major concern both educators and administrators. This research examined the effectiveness, feasibility, acceptability one these interventions, classwide peer-assisted self-management program (CWPASM). Using multiple baseline design across classes, we first investigated effects CWPASM on appropriate behavior three classes 7th grade language arts students 10 target at-risk students. We then systematic withdrawal maintenance by entire class Simultaneous on-task use social skills for ten improved after was introduced in general education classroom. Improvements maintained all most throughout w ithdrawal CWPASM. from near zero levels during almost 80% last few days intervention. As group, an average 35% conditions treatment conditions. In addition, students' two skills, following instructions gaining teacher attention, also increased. Teacher ratings competence academic as measured SSBS (Merrell, 1993) statistical practical significance. terms feasibility acceptability, compared favorably with other time, personnel, training, material resources required implement condition. The results studies are discussed their implications practitioners future research. Classroom is top rated public school administrators, even though empirically behavior. Disruptive reduces learning time not only disruptive student but within class. Teachers who must spend managing less available teach. An alternative approach training manage own Such approach, if feasible classrooms, may allow teachers intervene demonstrating problem behaviors or difficulties teach children that promote responsible Self-management programs typically involve some combination more strategies: self-monitoring (comprising self-assessment self-recording), self-evaluation (including decision-making goal-setti ng), positive reinforcement (determined administered student). A successful combines strategies responsibility performance (Young, West, Smith, & Morgan, 1991; Young, Li, Peterson, 1997). Researchers documented extensively without disabilities can learn components regulate decrease reliance adults external agents. These methods generalization permit instruction (see McDougall, 1998; Nelson, Dodd Reid, 1996; Webber, Scheuermann, McCall, Coleman, 1993, reviews programs). found packages increase (Blick Test, 1987); inappropriate (Prater, Plank, Miller, 1991); creative writing (Glomb 1991), vocabulary acquisition (Hogan Prater, 1993), math completion Hogan, 1992), reading comprehension (Edwards, Salant, Howard, Brougher, McLaughlin, 1995). …