Changing On-Task, Off-Task, and Disruptive Pupil Behavior in Elementary Mainstreaming Classrooms

Abstract

Nine intermediate grade teachers were trained with the Utah State University Classroom Management Program while a comparable control group of eight teachers received no training. Observations of teacher use of the classroom management skills and pupil behavior were made before and after treatment. Teachers in the training program made significant improvements in about half of the classroom management skills. Ninety-nine pupils in experimental classrooms and 77 in control classrooms were observed. Pupils in experimental classrooms made significantly greater improvements in off-task and deviant behavior than control group pupils. Results differed for various handicapped and nonhandicapped pupil subgroups.