Abstract
This study investigated the influences of I-messages (statements describing the effects of a child’s behavior on the teacher) on disruptive and study behaviors’in the classroom. A single-subject, A-B-A replication design was employed. In Experiment 1, a teacher in a fifth-grade classroom was taught to use I-messages in response to disruption. Four students with behavior problems served as subjects. Three of the four children showed systematic decreases in disruption and increases in study behavior as a result. Experiment 2 was performed in order to control for different levels of teacher verbalization observed in Experiment 1. In this second investigation, two sixth-grade teachers were taught to use I-messages in response to disruption. In addition, the teachers received feedback in order to maintain appropriate levels of verbalization throughout the study. Results showed decreased disruptions in six of eight subjects. These findings are discussed in terms of their implications for classroom management.
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The authors would like to express their appreciation to Ms. Beth Koepp, teacher, and to Mr. Richard Reeder, principal, for their valuable assistance in conducting this study. Experiment 2 was a thesis submitted by Stephen E. Loveless for partial fulfillment of the Master of Arts degree.
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Peterson, R.F., Loveless, S.E., Knapp, T.J. et al. The Effects of Teacher Use Of I-Messages on Student Disruptive and Study Behavior. Psychol Rec 29, 187–199 (1979). https://doi.org/10.1007/BF03394606
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DOI: https://doi.org/10.1007/BF03394606