Running head: BEHAVIOR INTERVENTIONS FOR DISRUPTIVE BEHAVIORS
Behavioral Interventions for Disruptive Behavior
in the Classroom
Cynthia
Liberty University EDUC 701
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BEHAVIOR INTERVENTIONS FOR DISRUPTIVE BEHAVIORS
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Annotated Bibliography
Research Question:
What impact does different behavior interventions have on disruptive behaviors in the
classroom?
Reference 1:
Brock, L. L., Murrah, W. M., Cottone, E. A., Mashburn, A. J., & Grissmer, D. W. (2018). An
after-school intervention targeting executive function and visuospatial skills also improves
classroom behavior. International Journal of Behavioral Development, 42(5), 474–484.
Retrieved from http://dx.doi.org.ezproxy.liberty.edu/10.1177/0165025417738057
Brock, Murrah, Cottone, Mashburn, Grissmer (2018) examined the use of after school
interventions to improve executive functions and visuospatial skills in an effort to improve
classroom behavior in a socioeconomically school setting. The researchers designed a curriculum
to be non-academic and appealing that aimed to expand classroom performance through an
emphasis on foundational skill development. The curriculum targeted executive functions and
visuospatial skills which was development from the knowledge from occupational therapists,
teachers trained in the Waldorf or Montessori practices, and teachers knowledgeable in curriculum
development and implementation. The curriculum entailed of cumulative complex constructional
tasks that required the students to visually distinguish a predetermine design and then reconstruct
it. All games or crafts were screened using criteria in four areas; adaptability, complexity,
trainability, and variety in materials.
The study revealed that the interventions had an influence on executive functions,
visuospatial skills and a trend for improving problem behavior in an after-school situation. The
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researchers were also able to show improvements to daytime classroom behavior regardless that
the intervention happened after the school day.
Reference 2:
Bulla, A. J., & Frieder, J. E. (2018). Self-management as a class-wide intervention: An
evaluation of the “self & match” system embedded within a dependent group contingency.
Psychology in the Schools, 55(3), 305–322. Retrieved from
http://dx.doi.org.ezproxy.liberty.edu/10.1002/pits.22109
Bulla and Frieder (2018) examined the use of the Self & Match system, a commercially based
behavior management system, on a group level. The Self & Match system contains several
elements including self-monitoring, conditional reinforcements, goal setting, teacher matches and
differential reinforcements. The primary research for the Self & Match program is applicable on an
individual level; however, there has been no research conducted using the system at the group
level. The researchers recruited 34 students from a sixth-grade science class in a Midwestern town.
The researches presented to the students a 20-minute lesson on how to use the Self & Match
system prior to the implementation of the study. The study suggested that the class wide
intervention worked well for students who engaged in moderate levels of disruptive behavior. The
study showed that students who engage in more intense behavior the system was only moderately
effective in reducing more intense behaviors. This collaborates earlier research in which students
with higher behavioral needs react slower to class wide self-management interventions.
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Reference 3:
Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., … Renshaw, T.
(2018). Positive greetings at the door: Evaluation of low-cost, high-yield proactive
Management strategy. Journal of Positive Behavior Interventions, 20(3), 149-159.
Retrieved from http://dx.doi.org.ezproxy.liberty.edu/10.1177/1098300717753831
Cook, Fiat, Larson, Daikos, Slemrod, Holland, … Renshaw (2018) examined the use of
proactive classroom management on preventing disruptive behavior and smoothing transitioning
into the classroom. They utilized the positive greetings at the door approach on middle school
students' classroom behavior. Cook, et al. (2018) utilized six language arts and four math
classrooms form two large Pacific Northwest middle schools for their research. A total of 203
students and 10 teaches participates in their study. The teachers stood at the door and greeted each
student by name with a special handshake or expressing an interest in the student there by creating
a positive experience as the student entered the classroom. The study found that with
implementation of positive greetings at the door showed the strategy decrease the disruptive
behavior in the classroom. The study sought to educate teachers on a proactive and structure way
of advancing academic engagement through a practical, yet potentially high-yield strategy.
Reference 4:
Ervin, T., Wilson, A. N., Maynard, B. R., & Bramblett, T. (2018). Determining the effectiveness
of behavior skills training and observational learning on classroom behaviors: A case study.
Social Work Research, 42(2), 106–117. Retrieved from
http://dx.doi.org.ezproxy.liberty.edu/10.1093/swr/svy005
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Ervin, Wilson, Maynard, and Bramblett (2018) examined the effectiveness of social skills
training, observational learning and behavior skills training on disruptive behavior in a
middle school classroom. Behavioral skills training is a program encompassing four consecutive
components: instruction, modeling, rehearsal and feedback. The study's six participants were
from an alternative school in a midwestern city. They were school-age children with disruptive
behaviors with the average age of 12.3 years old. The behavioral skills training for the study
consisted of training, modeling, rehearsal, and feedback. Thoses four skills methods were used to
teach models how to appropriately respond to peers' disruptive behaviors. The models were
trained to ignore, walk away, or use a calm down strategy. Then, the models were put into one of
the two classrooms to model the appropriate behaviors to use in response to the disruptive
behaviors for the class. The study found that in both classrooms following training there was an
escalation in proper responses to peers' disruptive behaviors; and a decrease in disruptive
behaviors.
Reference 5:
Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving
classroom behavioural climate with class-wide positive behaviour support in middle
schools. British Educational Research Journal, 43(6), 1186–1205. Retrieved from
http://dx.doi.org.ezproxy.liberty.edu/10.1002/berj.3305
Narhi, Kiiski, and Salvolainen (2017) examined the effects of a classroom intervention
founded on clear behavioral expectations, immediate positive feedback and weekly
consequences for middle-school students with disruptive behavior in Finland. The study used
seventh and eighth grade classes from 38 schools with an average class size of 19 students. A
total of 577 teachers participated in the study and were taught to rephrase statements for
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disruptive behavior. Teachers were also taught to give behavior-specific compliments during and
after lessons when students succeeded in obeying the behavioral instructions. The intervention
was run twice in the fall and then again in the spring. There was no effects on the classroom
behavioral climate from the intervention in the fall according to the students' evaluations.
Whereas the teachers' evaluation the intervention in the fall was partially effective. In the spring,
both the teachers and students reported a larger effect from the intervention on the classroom
behavioral climate. The results of the study indicate that an intervention based on principles for
elementary schools like articulated behavior expectations and positive feedback for behavior
appropriateness is also effective in middle schools.