The Classroom Check-Up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior
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| Title: | The Classroom Check-Up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior |
|---|---|
| Language: | English |
| Authors: | Reinke, Wendy M., Lewis-Palmer, Teri, Merrell, Kenneth |
| Source: | School Psychology Review. 2008 37(3):315-332. |
| Availability: | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Feedback (Response), Classroom Techniques, Student Problems, Teacher Behavior, Student Behavior, Behavior Modification, Integrity, Behavior Change, Positive Reinforcement, Evaluation, Academic Achievement, Intervention, Elementary School Teachers |
| ISSN: | 0279-6015 |
| Abstract: | School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-Up was developed as a classwide consultation model to address the need for classroom-level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the Classroom Check-Up and visual performance feedback on teacher and student behavior. Results indicated that implementation of the Classroom Check-Up plus visual performance feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior-specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. (Contains 3 tables and 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2008 |
| Access URL: | https://www.nasponline.org/publications/spr/index.aspx?vol=37&issue=3 |
| Accession Number: | EJ817295 |
| Database: | ERIC |
| Abstract: | School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-Up was developed as a classwide consultation model to address the need for classroom-level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the Classroom Check-Up and visual performance feedback on teacher and student behavior. Results indicated that implementation of the Classroom Check-Up plus visual performance feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior-specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. (Contains 3 tables and 2 figures.) |
|---|---|
| ISSN: | 0279-6015 |
