The Effects of Randomized Group Contingencies on Student Disruptive Behavior in a fourth grade general education classroom.

Abstract

A considerable amount of evidence suggests that disruptive classroom behavior interferes with the teaching and learning process. In the present study, a teacher was challenged by high rates of disruptive behavior in her 4th grade classroom during math lessons. In response to the students' disruptive behavior Three Jars, an intervention package consisting of group contingencies with randomized components, on three specific disruptive behaviors (i.e., talk outs. Out of seat, non-compliance), was implemented. Results indicated that the Three Jars intervention produced immediate decreases in the students’ disruptive behaviors. The intervention had the most noticeable impact on student talk-outs. Consumer satisfaction data indicated that students enjoyed math class more with the implementation of Three Jars. Implications for research and further research are discussed.