The Effects of Individual Behavior Charting on Reducing Hallway Talking Infractions among First Graders

Abstract

The study used a quasi experimental design to examine the effects of individual behavior charts, self-monitoring, and tangible rewards on the hallway behavior of a convenience sample of first grade students who served as their own controls (n = 26). Baseline data of number of talking infractions per student was recorded without student awareness over an eight day period. After baseline data was collected, students were instructed as to appropriate hallway behavior and given a behavior chart to record whether or not they committed talking infractions. Students received material reinforcements for accumulation of points earned for no talking infractions. The treatment lasted twenty four days. The mean number of talking infractions during the intervention period and weighted baseline period was compared by a non-independent samples ttest. The intervention was found to be successful. The children committed significantly less hallway talking infractions during the intervention period (Mean = 3.19, SD = 2.30) than during the (weighted) baseline period (Mean = 7.27. SD = 4.42) [t(25) = 4.64, p < .001]. Practical implications and ideas for future research are discussed.