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Implementing the Class Pass Interven...

Harris, Nicole.

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Implementing the Class Pass Intervention Within Schoolwide Positive Behavior Interventions and Support.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing the Class Pass Intervention Within Schoolwide Positive Behavior Interventions and Support./
Author:	Harris, Nicole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	70 p.
Notes:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
Subject:	Behavioral sciences. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27828887
ISBN:	9798641784267

Implementing the Class Pass Intervention Within Schoolwide Positive Behavior Interventions and Support.
Harris, Nicole.

Implementing the Class Pass Intervention Within Schoolwide Positive Behavior Interventions and Support. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 70 p.

Source: Masters Abstracts International, Volume: 81-11.

Thesis (M.S.)--University of South Florida, 2020.

This item must not be sold to any third party vendors.

Disruptive behavior is a challenge to classroom management for many teachers. Behavior such as calling out, getting out of seat, and off-task during instructions interfere with instructional time and have negative impacts on student learning. The Class Pass Intervention (CPI) is an antecedent-based intervention that has proven effective in decreasing disruptive behavior and increasing academic engagement for students of various ages and skill levels. This study aimed to expand the literature on CPI as a Tier 2 intervention within Schoolwide Positive Behavioral Interventions and Supports by targeting three elementary age students with or at-risk for emotional and behavioral disorders, who were recruited from multiple schools. Using a multiple-baseline across participants design, this study evaluated the impact of CPI on the students' academic engagement and disruptive behavior, specifically when reinforcement was systematically faded across sessions. Results indicated that the CPI successfully decreased disruptive behavior and increased academic engagement of two of the participating students. Further, the intervention remained effective when reinforcement was thinned systematically for one student, and the effects generalized to nontargeted academic time periods for all three students.

ISBN: 9798641784267Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

Academic engagement

Implementing the Class Pass Intervention Within Schoolwide Positive Behavior Interventions and Support.
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500 $a Advisor: Blair, Kwang Sun Cho.
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520 $a Disruptive behavior is a challenge to classroom management for many teachers. Behavior such as calling out, getting out of seat, and off-task during instructions interfere with instructional time and have negative impacts on student learning. The Class Pass Intervention (CPI) is an antecedent-based intervention that has proven effective in decreasing disruptive behavior and increasing academic engagement for students of various ages and skill levels. This study aimed to expand the literature on CPI as a Tier 2 intervention within Schoolwide Positive Behavioral Interventions and Supports by targeting three elementary age students with or at-risk for emotional and behavioral disorders, who were recruited from multiple schools. Using a multiple-baseline across participants design, this study evaluated the impact of CPI on the students' academic engagement and disruptive behavior, specifically when reinforcement was systematically faded across sessions. Results indicated that the CPI successfully decreased disruptive behavior and increased academic engagement of two of the participating students. Further, the intervention remained effective when reinforcement was thinned systematically for one student, and the effects generalized to nontargeted academic time periods for all three students.
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653 $a Schoolwide Positive Behavior Interventions and Support
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