Date of Award

12-1995

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Abstract

The major purpose of this investigation was to examine the relationship between the degree to which teachers followed their own classroom behavior management plan and the degree to which teachers implemented an intervention developed during consultation. Eighteen teachers provided information on the behavioral strategies they used to manage their classrooms (i.e., rules and consequences). Teachers were observed for implementation of their classroom management strategies, implementation of an intervention developed during consultation, and for effective teaching behaviors. Overall, correlations among the variables indicated that there was not a significant relationship between the degree to which teachers implemented their own classroom plan with integrity and the degree of implementation of an intervention developed during consultation. The variability for both classroom management integrity and treatment integrity however, was extremely low. Most teachers used neither their own management plan or the agreed upon treatment with integrity. Teachers who ignored rule violations tended to have higher rates of observed rule violations. Also, teachers who deviated from their own classroom management plan tended to have higher levels of off-task behavior. Finally, teachers who scored higher on a measure of effective teaching tended to have less off-task behavior.

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