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Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms.

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The Color Wheel System (CWS) improved on-task behavior for students with disabilities in inclusive classrooms. While aggregated data showed significant gains, individual student responses to this behavior management strategy varied.

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Area of Science:

  • Educational Psychology
  • Special Education
  • Classroom Management

Background:

  • Behavior management strategies are crucial for inclusive classrooms.
  • Students with disabilities often require structured behavioral support.
  • The Color Wheel System (CWS) offers a rule-based approach to classroom behavior.

Purpose of the Study:

  • To evaluate the effectiveness of the Color Wheel System (CWS) in improving classroom behavior.
  • To assess the impact of CWS on on-task behavior for students with disabilities in inclusion settings.
  • To examine behavioral changes across multiple classrooms using a multiple-baseline design.

Main Methods:

  • The study employed a multiple-baseline design across three inclusion classrooms.
  • On-task behavior was measured using momentary time-sampling.
  • On-task behavior was defined as eyes on teacher or work, or following teacher instructions.

Main Results:

  • Aggregated data indicated immediate, large, and sustained increases in on-task behavior for students with disabilities.
  • The CWS demonstrated effectiveness when behavior data were analyzed at the classroom level.
  • Individual student improvements in on-task behavior showed variability.

Conclusions:

  • The Color Wheel System (CWS) shows promise as a class-wide behavioral prevention program for students with disabilities.
  • Classroom-level aggregation of data may obscure individual student responses to interventions.
  • Further research is needed to explore factors influencing individual variability and refine CWS implementation.