Abstract: Results of this one-year study supported the use of an in-class behavioral intervention program that allowed 8th-grade students to reclaim themselves after verbally disruptive behavioral incidences with direct principal led administrator assistance resulting in student return to differentiated individualized instructional classroom activities. Students involved in a second verbally disruptive incident in the classroom were identified for intervention. Academic and behavioral improvement noted for verbally disruptive students with co-occurring below grade level reading test scores (n = 23) and verbally disruptive students with grade level reading scores (n = 12) suggests continued use of this intervention. All participants were in attendance in a large metropolitan, racially and economically diverse, Midwestern school district. Programs that reduce the amount of missed class time due to students' verbally disruptive behavior merit consideration by educators for implementation.
AVAILABLE AT: http://cnx.org/content/m34272/latest/
Keywords: verbally disruptive students, positive behavioral support, principal led assistance
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