Graduation Year
2020
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Committee Member
Catia Cividini-Motta, Ph.D., BCBA-D
Committee Member
Kimberly Crosland, Ph.D., BCBA-D
Keywords
academic engagement, Class Pass Intervention, disruptive behavior, SWPBIS
Abstract
Disruptive behavior is a challenge to classroom management for many teachers. Behavior such as calling out, getting out of seat, and off-task during instructions interfere with instructional time and have negative impacts on student learning. The Class Pass Intervention (CPI) is an antecedent-based intervention that has proven effective in decreasing disruptive behavior and increasing academic engagement for students of various ages and skill levels. This study aimed to expand the literature on CPI as a Tier 2 intervention within Schoolwide Positive Behavioral Interventions and Supports by targeting three elementary age students with or at-risk for emotional and behavioral disorders, who were recruited from multiple schools. Using a multiple-baseline across participants design, this study evaluated the impact of CPI on the students’ academic engagement and disruptive behavior, specifically when reinforcement was systematically faded across sessions. Results indicated that the CPI successfully decreased disruptive behavior and increased academic engagement of two of the participating students. Further, the intervention remained effective when reinforcement was thinned systematically for one student, and the effects generalized to nontargeted academic time periods for all three students.
Scholar Commons Citation
Harris, Nicole, "Implementing the Class Pass Intervention within Schoolwide Positive Behavior Interventions and Support" (2020). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/8213
