TY - JOUR
T1 - Preventing Disruptive Behavior via Classroom Management
T2 - Validating the Color Wheel System in Kindergarten Classrooms
AU - Watson, Tiffany L.
AU - Skinner, Christopher H.
AU - Skinner, Amy L.
AU - Cazzell, Samantha
AU - Aspiranti, Kathleen B.
AU - Moore, Tara
AU - Coleman, Mari Beth
N1 - Publisher Copyright:
© The Author(s) 2016.
Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 2016/7/1
Y1 - 2016/7/1
N2 - Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided.
AB - Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided.
KW - Behavior problems
KW - Classroom management
KW - Color Wheel System
KW - Kindergarten
KW - Prevention
UR - http://www.scopus.com/inward/record.url?scp=84977079275&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84977079275&partnerID=8YFLogxK
U2 - 10.1177/0145445515626890
DO - 10.1177/0145445515626890
M3 - Article
C2 - 26802118
AN - SCOPUS:84977079275
SN - 0145-4455
VL - 40
SP - 518
EP - 540
JO - Behavior Modification
JF - Behavior Modification
IS - 4
ER -