A Meta-Analysis of Interventions To Decrease Disruptive Classroom Behavior in Public Education Settings.
A Meta-Analysis of Interventions To Decrease Disruptive Classroom Behavior in Public Education Settings.
复制标题
减少公共教育环境中破坏性课堂行为的干预措施的荟萃分析。
DOI：
10.1080/02796015.1997.12085871
复制
发表时间：
1997
影响因子：
3
通讯作者：
David R. Quiroz
中科院分区：
文献类型：
--
作者：
S. Stage;David R. Quiroz
我们对99项研究进行了荟萃分析，这些研究使用干预措施来减少公共教育环境中的破坏性课堂行为。由于单受试者研究占主导地位，我们使用了中断时间序列自相关程序（ITSACORR; Crosbie, 1993），该程序产生的统计量被转化为效应量。总共223个效应量产生的平均效应量为- 0.78，这表明，平均而言，与未接受治疗的学生相比，78%的接受治疗的学生减少了他们的破坏性行为。我们发现，与使用行为观察方法的研究相比，使用教师评分量表的研究不太可能证明破坏性课堂行为的减少。我们还发现，与在常规教室接受治疗的学生相比，在独立教室接受治疗的学生更有可能证明破坏性课堂行为的减少。在排除了使用教师评定量表的研究后，由于对接受治疗的学生的相对有效性存在较大差异，治疗干预的比较没有统计学上可靠的差异。总的来说，结果表明，减少破坏性课堂行为的干预措施与其他调查儿童和青少年心理治疗有效性的荟萃分析研究的结果相当。这表明在公共教育环境中有有效的治疗方法来减少破坏性的课堂行为。
We conducted a meta-analysis of 99 studies that used interventions to decrease disruptive classroom behavior in public education settings. Due to the predominance of single-subject studies, we used the Interrupted Time Series Autocorrelation program (ITSACORR; Crosbie, 1993) which yielded atstatistic that was transformed into an effect size. A total of 223 effect sizes yielded a mean effect size of-.78, indicating that, on average, 78% of the treated students reduced their disruptive behavior compared to nontreated students. We found that studies using teacher rating scales were less likely to evidence reductions in disruptive classroom behaviors compared to studies using behavioral observation methodologies. We also found that students treated in self-contained classrooms were more likely to evidence a reduction in disruptive classroom behavior compared to students treated in regular classroom settings. With the exclusion of studies using teacher rating scales, comparison of treatment interventions showed no statistically reliable differences due to the large variability in the relative effectiveness for students treated. Overall, results indicate that interventions to reduce disruptive classroom behavior yield comparable results to other meta-analytic studies investigating the effectiveness of psychotherapy for children and adolescents. This indicates that there are efficacious treatments used in public education settings to to decrease disruptive classroom behaviors.