Increasing on-task behavior in every student in a second-grade classroom during transitions: validating the Color...

Area of Science:

• Educational Psychology
• Classroom Management Strategies
• Behavioral Interventions

Background:

• Transitions in elementary classrooms are often associated with decreased on-task behavior.
• Effective classroom management is crucial for maintaining student engagement and academic progress.
• Previous interventions have shown varying success in improving student behavior during transitions.

Purpose of the Study:

• To evaluate the efficacy of the Color Wheel classroom management system (CWS) in enhancing on-task (OT) behavior.
• To assess the impact of CWS on student engagement during classroom transitions in a general education setting.
• To compare the effects of CWS with typical classroom management (TCM) procedures.

Main Methods:

• A single-case, alternating treatment design (B-C-B-C) was employed.
• The study involved an intact, general-education, 2nd-grade classroom.
• The CWS intervention included rules, posted cues, and specific transition procedures.

Main Results:

• Class-wide data revealed large, immediate, and sustained increases in OT behavior with CWS implementation.
• OT behavior reverted to baseline levels when TCM procedures were reinstated.
• Individual student data corroborated the class-wide findings, showing increased OT behavior with CWS and decreases upon withdrawal.

Conclusions:

• The Color Wheel classroom management system (CWS) is an effective intervention for improving on-task behavior during transitions.
• CWS demonstrates strong internal, external, and contextual validity as a class-wide remediation and prevention strategy.
• The findings support the use of CWS as a practical and effective tool for educators seeking to enhance classroom management and student engagement.