Reducing Disruptive Behavior through Increased Engagement Strategies
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2020-05-11
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Masters of Education
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Abstract
The purpose of this study was to determine whether the implementation of increased engagement strategies that included cooperative learning, technology integration, and meaningful decision making of students in a self-contained setting would increase students’ motivation and reduce disruptive behaviors. Participating students were placed into two groups. The control group consisted of five students who did not receive any of the interventions, and the treatment group consisted of five students who did receive the increased engagement strategies. Achievement was measured by pre- and post-surveys developed by the investigator. Both groups were given the pre/post survey that contained six items designed to gauge how the students felt about their academic experience, level of engagement, and their teachers. The investigator met with the control group twice a week on Mondays and Wednesdays for 40 minutes. During this time, the students received direct instruction from the investigator, and before returning to their classroom, they worked on skills with which they were struggling in their classroom setting. The students from the treatment group met with the investigator twice a week on Tuesdays and Thursdays for 40 minutes. During this time, the students were immersed in a student-centered learning environment in which they received their instruction through the use of a smartboard, participated in think-pair-share activities, and were allowed to make meaningful decisions related to their classwork. The investigator found a significant difference in the results obtained from the control and treatment groups. The treatment group demonstrated a greater reduction in the frequency of disruptive behavior.