Boosting Classroom Management Strategies Through a Consultation-Based Intervention

Abstract

The purpose of the study is to examine the relationship between a consultation- based classroom management intervention and teachers' use of classroom management skills and student behavior. A review of the literature indicates core attributes of effective classroom management, the benefits of effective classroom management, as well as the lack of training that teachers receive in this area. The literature suggests teachers have a lack of knowledge and skills in classroom management strategies and report low self- efficacy within this domain. This can result in consequences for both the teacher and student alike. Using a multiple baseline across teachers design, the impact of a consultation-based classroom management intervention on several teacher and student behaviors was examined. Specifically, teacher behaviors included: opportunities to respond, discipline using explanation, positive interactions with students, teaching moments, precorrections, effective commands, ineffective commands, general praise, specific praise, negative warnings, reprimands, and harsh reprimands. Student behaviors

included: student disruptions, student aggression, and student noncompliance. The results were graphed and interpreted visually and indicate that the intervention resulted in changed for 6 out of 11 strategies of classroom management for one teacher and 7 out of 11 strategies for a second teacher. Results indicate that students' behaviors either did not change or decreased slightly.