A Case Study of Positive Behavior Supports-Based Interventions in a Seventh-Grade Urban Classroom. Issue 4 (1st October 2016)

• Record Type: Journal Article
• Authors: Hollingshead, Aleksandra; Kroeger, Stephen D.; Altus, Jillian; Trytten, Joyce Brubaker
• Is Part Of: Preventing school failure. Volume 60:Issue 4(2016)
• Page Start: 1
• Page End: 8
• Publication Date: 2016-10-01
• Subjects: behavior-specific praise -- culturally relevant classroom management -- on-task behavior -- teacher reprimands -- urban setting; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2015.1124832
• Languages: English
• ISSNs: 1045-988X

Abstract

Abstract : Struggling with frequent off-task behavior, a teacher in a midwestern inner-city high school requested assistance in her social studies classroom. A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. A classroom-wide, explanatory embedded case study was carried out over three months in a high-poverty urban 7–12 high school. The intervention resulted in increased on-task behavior classwide. Implications for culturally responsive practices for students in an urban classroom setting are discussed.