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Severe classroom behavior problems: teachers or counsellors.

R H Marlowe, C H Madsen, C E Bowen

    Journal of Applied Behavior Analysis
    |January 1, 1978
    PubMed
    Summary
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    Teachers were more effective than counseling in reducing disruptive classroom behavior for at-risk male students. Behavioral counseling showed some benefit, while client-centered counseling did not significantly impact behavior.

    Area of Science:

    • Educational Psychology
    • Child Psychology
    • Behavioral Interventions

    Background:

    • Disruptive classroom behavior is a significant challenge in academic settings, particularly for at-risk student populations.
    • Previous interventions have explored various therapeutic and pedagogical approaches to mitigate behavioral issues in schools.

    Purpose of the Study:

    • To compare the effectiveness of teacher-led interventions versus counseling approaches (behavioral and client-centered) in reducing inappropriate classroom behavior.
    • To assess the impact of these interventions on academically low-achieving, seventh-grade Black male students.

    Main Methods:

    • A randomized controlled trial involving 12 seventh-grade male students identified with high rates of disruptive behavior.
    • Three treatment groups were established: behavioral counseling, client-centered counseling, and a control group (no counseling).

    Related Experiment Videos

  • All students received teacher approval reinforcement in the classroom, with counseling groups receiving 15 sessions over several weeks.

    • Main Results:

    • Teacher-led interventions (approval reinforcement) were significantly more effective in reducing inappropriate classroom behavior compared to both counseling groups.
    • Behavioral counseling demonstrated a moderate positive effect on behavior reduction.
    • Client-centered counseling did not yield statistically significant reductions in disruptive behavior.

    Conclusions:

    • Teacher-implemented strategies, such as positive reinforcement, are highly effective in managing and reducing disruptive classroom behavior.
    • Behavioral counseling may offer a supplementary benefit for specific student populations, but its impact is less pronounced than direct teacher intervention.
    • Client-centered counseling, in this context, was not found to be an effective strategy for reducing disruptive behavior in this sample.