Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

Addressing inappropriate and disruptive behaviors in the classroom is one of the most common challenges met by teachers. While there is extensive literature on evidence-based behavioral classroom management interventions, few meta-analyses have focused on the secondary school level and summarizing findings from diverse classrooms. As demographic patterns in the United States show increasingly diverse trends, and the secondary school setting continues to have high exclusionary discipline rates, identifying and summarizing findings among this group is essential. The current study addressed this gap and extended previous research by conducting a meta-analysis of single-case design studies during a roughly 40-year period to add to the current understanding of school-based behavioral interventions and outcomes at the secondary level. The secondary purpose of this study was to explore the state of the evidence in support of behavioral classroom management that is culturally responsive. Results from this meta-analytic review showed that behaviorally oriented classroom management interventions are effective in improving student behavior at the secondary level. Effects were found to be large when comparing baseline and treatment phases within the same classroom (τu = 0.82) and significant when comparing the mean effect size between classrooms (Hedge’s g = 1.82). Overall, interventions that included group contingencies were the most frequently used strategies and consistently demonstrated large effects.



Date

7-25-2022

Committee Chair

Long, Anna C. J.

Available for download on Monday, July 09, 2029

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