Abstract
This case study explores the possibility of affecting classroom behaviors by modifying the classroom environment. Although this type of research previously has been conducted in self-contained special education classrooms (Guardino, 2009), this is the first study to explore modifications in an inclusive classroom. The results of this study align with previous research: modifications to the classroom environment increased academic engagement and decreased disruptive behavior (Hood-Smith & Leffingwell, 1983; Proshansky & Wolfe, 1974; Visser, 2001; Wheldall & Olds, 1987; Zifferblatt, 1972). The results of this study warrant additional research. Future studies should include a greater number of classrooms; beginning at the start of the school year would ensure modifications are preventative and proactive.
Original language | American English |
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Pages (from-to) | 8-13 |
Number of pages | 6 |
Journal | Teaching Exceptional Children |
Volume | 42 |
Issue number | 6 |
DOIs | |
State | Published - Jul 2010 |
Keywords
- Behavior modification
- Behavior problems
- Case Studies
- Classroom environment
- Classroom techniques
- Data collection
- Elementary school students
- Inclusive Schools
- intervention
- learning processes
- No Child Left Behind Act 2001-US
- Special Needs Students
- Student Behavior
- Student Participation
Disciplines
- Psychology
- Curriculum and Instruction