Slide 1

0 comments

file time: 2008-02-16

filetype:pptx

Using A Whole-Class Token Economy and Coaching of Teacher Skills in a Preschool Classroom to Manage Disruptive Behavior

Study performed by: Holly A. Filcheck, Cheryl B. McNeil, Laurie A. Greco, and Rebecca S. Bernard from the University of West Virginia

Article presented by: Jennifer Argentina

Purpose of the study

Is due to an increase of children with behavior

problems in a preschool setting00/i>

Current estimates ranging from 2 to 17% (1998).
This increase results in more children per classroom with behavior problems than ever before, making it necessary for teachers to implement effective behavior management techniques.
Previous research indicates that the implementation of behavior techniques is effective in reducing the amount of inappropriate behavior shown by disruptive children in an elementary classroom setting.

Objectives

This study examined00/i>

The effectiveness of a whole-class token economy compared to parent training techniques for managing problem behaviors in the classroom.
Both interventions were implemented in this study in order to compare the effects of an tangible reinforcement program to the effects of an exclusively social program based on behavior modification principles.
Assessed parent and teacher satisfaction with the intervention process.

The problem00

Because some common interventions such as individual token

economies may not be time and cost effective00/font>

Using whole-class token economies may be a practical option for classroom management problems.
However, whole-class interventions for modifying behavior problems have not been widely used in a preschool setting. Whole-class token economies have the potential to be successful.
Provided evidence of increased frequency of appropriate and on-task behaviors.
Teachers involved in each of the studies reported high satisfaction with the whole-class token economy method.
The one study that did focus on a preschool setting, suggested that the children00 level of cooperative play increased and the number of time-outs decreased.

Previous studies indicated that00

Hypothesis00nbsp;

Because of the success of individual token

economies with preschool children, and the

effectiveness of a whole-class token economy with

elementary school children00/i>

It was hypothesized that a whole-class token economy for preschool children would be effective in managing disruptive classroom behavior.

Setting

The study was conducted in a preschool classroom described as 00ut of control.00

The entire class was videotaped for approximately 1 hour per day during a structured circle time. The circle time typically consisted of learning numbers, letters, and shapes, listening to stories and singing songs.

Participants

17 children (average age 2.9)
1 female teacher
1 teacher00 aide who change frequently
Most of the children were girls (65%) and Caucasian (88.2%), and all children were from two-parent homes.

Method

Measures implemented in this study00

School observation coding system Teacher behavior coding system Treatment integrity checklist Conners00Global Index Classroom manageability Time-out log Teacher satisfaction Parent Interview

School observation coding system

A School observation coding system A system was used to categorizes

behaviors (i.e., appropriate, inappropriate, etc)00/i>

Each instance of inappropriate child behavior (e.g. whining) was recorded via videotape.
Coders then observed the videotapes and coded each instance of inappropriate behavior exhibited by any child in the classroom.
The resulting frequency of inappropriate behavior per child per minute was obtained, divided by the number of students in the class and then divided by the length of the observation. (This allowed them to calculate the frequency of inappropriate behaviors per minute).

Teacher behavior coding system

The frequencies of three teacher behaviors were

coded: labeled praise, unlabeled praise, and

Criticism00/i>

Coding occurred via videotapes of circle time that lasted approximately1 hour. Specifically, coders observed the videotapes and coded each instance of labeled praise, unlabeled praise, and criticism exhibited by the teacher to assess the effects of each intervention on positive and negative verbal teacher behavior.

Treatment integrity checklist

16-item treatment integrity checklist was

developed to ensure that teachers adhered to the

Level System protocol00/i>

A trained observer completed the checklist for each observation session (during the level system condition).
This measure was completed based on the teacher00 behavior and the structure of the classroom.
The teacher was provided with daily feedback regarding her integrity.

Conners00Global Index

A 10-item measure of disruptive behaviors rated on a 4-point scale ranging from 00ot at all00(0) to 00ery much00(3).
This index has been shown to be sensitive to detecting behavioral changes, and it requires minimal administration time.
The teacher completed the CGI for each child at the end of each condition to determine if these scores changed.

Classroom manageability

The teacher completed a single-item, daily classroom

management scale throughout the study00/i>

The teacher rated the degree to which her classroom was manageable using a 5-point scale from 00ompletely unmanageable00(1) to 00ompletely manageable00(5).

Time-out log

The teacher completed a daily time-out log indicating which children received time-outs each day, and how many time-outs were given.

Teacher satisfaction

A teacher satisfaction measure was developed for

this study and was completed at the end of each

condition to assess satisfaction of the different

management programs00/i>

This measure contains 10 items such as: 00ow likely are you to use these management strategies in your classroom in the future?00
Ratings ranged from: 100oor00 to 500xcellent00on a 5-point scale. (High total scores indicate high satisfaction with the intervention).

Parent interview

The parents completed a 15-question phone interview

concerning their views of different classroom

management strategies00/i>

For questions 1000, parents were asked to rate the level of acceptability.
Parents completed this measure once at the beginning of the study, and once at the end of the study.

The Level System Overview00

The Level System Design

Developed to address the issue of increased numbers of children with behavior problems in a preschool setting.
Parents and teachers may disapprove of using individual behavior management systems because they believe these systems are unfair to the other children in the class.
To avoid 00ingling out00 children that need a behavior management system.

The level system00

The Level System is a chart with seven levels.
The top three levels consist of sunny faces that get happier and brighter as the levels ascend.
The bottom three levels consist of cloudy faces that get sadder and grayer as the levels descend.
The center level is blank and white.

Procedure

The level system00/font>

At the beginning of the class, each child00 shape (e.g., dinosaur, kite) is placed on the center level of the Level System.
Approximately two to four times daily, the teacher provides a reward to children whose shapes are in the sunny levels.

The level system00

The rewards are designed to be time-efficient, novel, inexpensive (or free), and stimulating.
Specifically, each child is given the same reward, all rewards are designed to take less than 3 minutes to dispense, and most of the rewards are activity-based (e.g., act like your favorite animal).

The level system00

The Level System includes 30 reward cards from which the teacher may choose a reward.
The teacher is encouraged to use each reward card once before repeating a reward to ensure that the children receive novel rewards.
The children who are not involved in the reward simply begin the next class activity while the other children receive the reward.

The level system00

Children00 shapes are moved up for engaging in appropriate behavior (e.g., following instructions, sharing with other children).
When moving a child00 shape up a level, the teacher is required to provide a labeled praise for the appropriate behavior (e.g., 00ou are doing a great job of sharing, so I00 going to move your shape up a level!00.
When children exhibit mild inappropriate behavior, they are given a visual and verbal warning (e.g., 00f you continue to throw the toys, I will have to move your shape down a level00.
If they continue to engage in the inappropriate behavior, their shape is moved down a level.
For high-level misbehavior (e.g., hitting), the child00 shape is moved down a level with no warning.

The level system00

Children00 shapes can be moved up and down several times throughout the period. At the end of a certain period of time (e.g., after morning routines), all of the children whose shapes are in the sunny area receive a reward (e.g., sticker, activity with teacher).
Immediately prior to the reward, all of the children00 shapes are moved back to the center level (i.e., 00lean slate approach00 for the next period in which they can earn rewards.
The Level System allows for taking individual differences into account. For example, children that lack appropriate play skills could be reinforced for exhibiting these behaviors, while children that have mastered these skills would be reinforced for other behaviors.

Parent-Child Interaction Therapy

Although there is research to support the use of whole

classroom token economy systems to manage

disruptive behavior, previous researchers have

suggested that a social approach should be used00/i>

Parent00hild Interaction Therapy is a 12-week treatment program for children aged 2 to 7 with disruptive behavior problems and their families, which contains two phases: Child-Directed Interaction (CDI) and Parent-Directed Interaction (PDI).

Parent00hild Interaction Therapy

In PCIT, parents learn new skills by being coached and receiving

immediate feedback from the therapist while they practice the skills

with their children00/i>

During the CDI phase, parents are taught specific skills to increase their positive parenting skills and enhance their relationship with their child.
Specifically, parents are taught to use labeled praise, reflection, imitation, description, and enthusiasm.
During PDI, parents are taught to give effective instructions, use two-choice statements, and implement an effective time-out procedure.

Results

Results00/font>

The frequency of inappropriate behavior exhibited by the children steadily decreased throughout the study.
The amount of labeled praise increased from the baseline to the level system condition but decreased again during the withdrawal condition.
Classroom management ratings remained relatively stable throughout the study.

Results00

The average number of time-outs given per day steadily increased throughout they study, but decreased below baseline levels at follow up.
The teacher was more satisfied with her typical classroom management techniques, however chose to implement the level system at the follow up.

Parents indicated they were very pleased with both the level system and the training before and after the study.