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West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 2 p.m.
*open the 2nd and 4th Saturday
*open the 2nd and 4th Saturday
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Phone: (843) 805-6930
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Comparative Effects of Presession and Interspersed Attention on Disruptive Behavior in an Inclusive Elementary Classroom
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Kisinger, Kerry; Wood, Charles L.
- Language:
English- Source:
Journal of Special Education Apprenticeship. Jun 2023 12(2):64-78.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: [email protected]; Web site: http://www.josea.info
- Peer Reviewed: Y
- Source: 15
- Education Level: Elementary Education
Grade 4
Intermediate Grades - Subject Terms: Inclusion; Elementary School Students; Validity; Measures (Individuals); Intervention; Behavior Problems; Student Behavior; Comparative Analysis; At Risk Students; Grade 4; Attention Control; Teacher Attitudes; Productivity; Classroom Techniques; Private Schools; Case Studies; Males; African American Students; Instructional Effectiveness; Discipline; Suspension; Educational Environment
- ISSN: 2167-3454
- Abstract: This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student's disruptive behaviors, did not detract from the learning environment, and possibly improved classroom productivity, she preferred the presession attention intervention based on its simplicity and ease of implementation. Implications for research and practice are discussed.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1393030
- Availability:
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