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Marshall T, Hoey T, Rao N, Taylor J, George P, Ghose SS, Cosgrove J, Patel NA. Reducing Disruptive and Distracting Behaviors in the Classroom: Assessing the Evidence Base. Psychiatr Serv 2024; 75:895-907. [PMID: 38736360 DOI: 10.1176/appi.ps.20230543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/14/2024]
Abstract
OBJECTIVE Disruptive and distracting behaviors in the classroom, from off-task to aggressive behaviors, negatively affect academic engagement and achievement and can lead to more serious problems, including mental health conditions and substance use disorders. The goals of this systematic review were to assess the level of evidence, using established rating criteria, for interventions aimed at preventing or reducing disruptive and distracting classroom behaviors; identify program components common to multiple interventions; synthesize the evidence in regard to students from different racial-ethnic groups; and conduct an economic analysis of these interventions. METHODS A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022. The authors rated interventions as having high, moderate, or low levels of evidence of effectiveness on the basis of the number and rigor of studies with positive outcomes. RESULTS Of the 27 interventions identified across 65 studies (N=73 articles), six interventions received a high or moderate evidence rating. The Good Behavior Game was the most frequently studied intervention. Many interventions shared similar program components, including behavioral management, classroom management, emotional-cognitive processes, and skills acquisition. Most articles (86%) were focused on elementary school students. The four interventions rated as having high evidence of effectiveness also showed generally positive outcomes in studies conducted in school settings with racial-ethnic diversity. No studies met the criteria for inclusion in an economic analysis. CONCLUSIONS With greater use and more research, interventions focusing on reducing disruptive and distracting behaviors have the potential to promote student well-being and prevent mental health conditions.
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Affiliation(s)
- Tina Marshall
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Tabitha Hoey
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Neha Rao
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Jeffrey Taylor
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Preethy George
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Sushmita Shoma Ghose
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - John Cosgrove
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
| | - Nikhil A Patel
- Westat, Rockville, Maryland (Marshall, Hoey, Rao, Taylor, George, Ghose, Cosgrove); Substance Abuse and Mental Health Services Administration (SAMHSA), Rockville, Maryland (Patel)
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Kim JY, Fienup DM, Oh AE, Wang Y. Systematic Review and Meta-Analysis of Token Economy Practices in K-5 Educational Settings, 2000 to 2019. Behav Modif 2021; 46:1460-1487. [PMID: 34784784 DOI: 10.1177/01454455211058077] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Token economy systems have been widely used as an evidence-based classroom management strategy to reinforce and improve prosocial responses. While token economies have been widely applied to educational settings, there have been mixed results regarding the effectiveness depending on the classroom type. To better understand the components contributing to the effectiveness, the researchers analyzed 24 token economy studies conducted in general and special education classrooms from kindergarten to fifth grade between 2000 and 2019. Eight token economy components and effect sizes were identified for each study and compared across different classroom types. The results showed that the token economy intervention yielded large effect sizes for both general and special education classroom types. There were differences in the usage of token components including backup reinforcer types, token production rate, and exchange production rate based on classroom types. Implications for future research and practice for educators and clinicians are discussed.
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Affiliation(s)
- Ji Young Kim
- Teachers College, Columbia University, New York, NY, USA
| | | | - Alice E Oh
- Teachers College, Columbia University, New York, NY, USA
| | - Ye Wang
- Teachers College, Columbia University, New York, NY, USA
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Griffiths AJ, Diamond EL, Alsip J, Furlong M, Morrison G, Do B. School-wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study. JOURNAL OF COMMUNITY PSYCHOLOGY 2019; 47:1493-1513. [PMID: 31212369 DOI: 10.1002/jcop.22203] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Revised: 03/21/2019] [Accepted: 04/27/2019] [Indexed: 06/09/2023]
Abstract
AIMS The purpose of this 1-year case study was to identify how School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW-PBIS on discipline outcomes. METHODS Suggestions for adaptations are provided at each stage of the intervention process with a focus on buy-in, training, data collection, and resource allocation. RESULTS Data from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy-in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance-related behaviors and an increase in on-task behaviors. CONCLUSION This study contributes to the determination of the efficacy of SW-PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW-PBIS may be an appropriate framework to support students in alternative schools.
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Affiliation(s)
- Amy-Jane Griffiths
- Attallah College of Educational Studies, Chapman University, Orange, California
| | - Elena Lilles Diamond
- Department of Counseling and School Psychology, Lewis and Clark College College of Arts and Sciences, Portland, Oregon
| | - James Alsip
- Attallah College of Educational Studies, Chapman University, Orange, California
| | - Michael Furlong
- Department of Counseling, Clinical, and School Psychology, International Center for School-Based Youth Development, University of California Santa Barbara, Santa Barbara, California
| | - Gale Morrison
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, California
| | - Bich Do
- Attallah College of Educational Studies, Chapman University, Orange, California
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