Skip to main content
SpringerLink
Log in

Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System

  • Research Article
  • Published:
Behavior Analysis in Practice Aims and scope Submit manuscript

Abstract

The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Bedford, R., Pellicano, E., Mareschal, D., & Nardini, M. (2016). Flexible integration of visual cues in adolescents with autism spectrum disorder. Autism Research, 9, 272–281.

    Article  PubMed  Google Scholar 

  • Below, J. L., Skinner, A. L., Skinner, C. H., Sorrell, C. A., & Irwin, A. (2008). Decreasing out-of-seat behavior in a kindergarten classroom: Supplementing the color wheel with interdependent group-oriented rewards. Journal of Evidence-Based Practices for Schools, 9, 33–46.

    Google Scholar 

  • Bergan, J. R. (1977). Behavioral consultation. Columbus: Charles E. Merrill.

    Google Scholar 

  • Blondin, C., Skinner, C., Parkhurst, J., Wood, A., & Snyder, J. (2012). Enhancing on-task behavior in fourth-grade students using a modified color wheel system. Journal of Applied School Psychology, 28, 37–58.

    Article  Google Scholar 

  • Bruni, T. P., Drevon, D., Hixon, M., Wyse, R., Corcoran, S., & Fursa, S. (2017). The effect of functional behavior assessment on school-based interventions: A meta-analysis of single-case research. Psychology in the Schools, 54, 351–369.

    Article  Google Scholar 

  • Buck, G. H. (1999). Smoothing the rough edges of classroom transitions. Intervention in School and Clinic, 34, 224–235.

    Article  Google Scholar 

  • Chien, Y., Gau, S. S., Shang, C., Chiu, Y., Tsai, W., & Wu, Y. (2015). Visual memory and sustained attention impairment in youths with autism spectrum disorders. Psychological Medicine, 45, 2263–2273.

    Article  PubMed  Google Scholar 

  • Choate, S., Skinner, C., Fearrington, J., Kohler, B., & Skolits, G. (2008). Extending the external validity of the color wheel procedures: Decreasing out-of-seat behavior in an intact, rural, 1st-grade classroom. Journal of Evidence-Base Practices for Schools, 8, 120–133.

    Google Scholar 

  • Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433–441.

    Article  Google Scholar 

  • Codding, R. S., & Smyth, C. A. (2008). Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement. Journal of Educational and Psychological Consultation, 18, 325–345.

    Article  Google Scholar 

  • Conroy, M. A., Asmus, J. M., Boyd, B. A., Ladwig, C. N., & Sellers, J. A. (2007). Antecedent classroom factors and disruptive behaviors of children with autism spectrum disorders. Journal of Early Intervention, 30, 19–35.

    Article  Google Scholar 

  • Doyle, W. (2006). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Simon and Schuster.

    Google Scholar 

  • Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41, 351–361.

    Article  Google Scholar 

  • Floress, M. T., Rock, A. L., & Hailemariam, A. (2017). The caterpillar game: A classroom management system. Psychology in the Schools, 54, 385–403.

    Article  Google Scholar 

  • Fudge, D., Skinner, C., Williams, J., Cowden, D., Clark, J., & Bliss, S. (2008). Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology, 46, 575–592.

    Article  PubMed  Google Scholar 

  • Fudge, D. L., Reece, L., Skinner, C. H., & Cowden, D. (2007). Using multiple classroom rules, public cues, and consistent transition strategies to reduce inappropriate vocalization: An investigation of the color wheel. Journal of Evidence-Based Practices for School, 8, 102–119.

    Google Scholar 

  • Ganz, J. B., & Flores, M. M. (2010). Implementing visual cues for young children with autism spectrum disorders and their classmates. Young Children, 65(3), 78–83.

    Google Scholar 

  • Goldstein, G., Johnson, C. R., & Minshew, N. J. (2001). Attentional processes in autism. Journal of Autism and Developmental Disorders, 31, 433–440.

    Article  PubMed  Google Scholar 

  • Gray, C. A. (2000). Writing social stories with Carol Gray [Videotape and workbook]. Arlington: Future Horizons.

  • Hautau, B. L., Skinner, C. H., Pfaffman, J., Foster, S., & Clark, J. C. (2008). Extending the external validity of the color wheel: Increasing on-task behavior in an urban, kindergarten classroom. Journal of Evidence-Based Practices for Schools, 9, 3–17.

    Google Scholar 

  • Hine, J. F., Ardoin, S. P., & Foster, T. E. (2015). Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components. Journal of Applied Behavior Analysis, 48, 495–510.

    Article  PubMed  Google Scholar 

  • Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management: Creating communities of support and solving problems (10th ed.). Boston: Allyn & Bacon.

  • Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L. (2010). Social stories to improve social skills in children with autism spectrum disorder: A systematic review. Autism: The International Journal of Research and Practice, 14, 641–662.

    Article  Google Scholar 

  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.

    Google Scholar 

  • Kleinhans, N., Akshoomoff, N., & Delis, D. C. (2005). Executive functions in autism and Asperger’s disorder: Flexibility, fluency, and inhibition. Developmental Neuropsychology, 27, 379–401.

    Article  PubMed  Google Scholar 

  • Lequia, J., Wilkerson, K. L., Kim, S., & Lyons, G. L. (2015). Improving transition behaviors in students with autism spectrum disorders: A comprehensive evaluation of interventions in educational settings. Journal of Positive Behavioral Intervention, 17, 146–158.

    Article  Google Scholar 

  • Ma, H. H. (2006). An alternative method for quantitative synthesis of single-subject researches: Percentage of data points exceeding the median. Behavior Modification, 30, 598–617.

    Article  PubMed  Google Scholar 

  • Machalicek, W., O’Reilly, M. F., Beretvas, N., Sigafoos, J., & Lancioni, G. E. (2007). A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 1, 229–246.

    Article  Google Scholar 

  • Malone, B. G., & Tietjens, C. L. (2000). Re-examination of classroom rules: The need for clarity and specified behavior. Special Services in the Schools, 16, 159–170.

    Article  Google Scholar 

  • Mastropieri, M., & Scruggs, T. (2014). The inclusive classroom: Strategies for effective differentiated instruction (5th ed.). Boston: Pearson.

    Google Scholar 

  • McCoy, K. M., Mathur, S. R., & Czoka, A. (2010). Guidelines for creating a transition routine: Changing from one room to another. Beyond Behavior, 19, 22–29.

    Google Scholar 

  • Mostert-Kerckhoffs, M. L., Staal, W. G., Houben, R. H., & Jonge, M. V. (2015). Stop and change: Inhibition and flexibility skills are related to repetitive behavior in children and young adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45, 3148–3158.

    Article  PubMed  PubMed Central  Google Scholar 

  • Occelli, V., Esposito, G., Venuti, P., Arduino, G., & Zampini, M. (2013). Attentional shifts between audition and vision in autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 517–525.

    Article  Google Scholar 

  • Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40, 357–367.

    Article  PubMed  Google Scholar 

  • Pierce, J. M., Spriggs, A. D., Gast, D. L., & Luscre, D. (2013). Effects of visual activity schedules on independent classroom transitions for students with autism. International Journal of Disability, Development and Education, 60, 253–269.

    Article  Google Scholar 

  • Reese, R. N., Richman, D. M., Belmont, J. M., & Morse, P. (2005). Functional characteristics of disruptive behavior in developmentally disabled children with and without autism. Journal of Autism and Developmental Disorders, 35, 419–428.

    Article  PubMed  Google Scholar 

  • Rhodes, C. (2014). Do social stories help to decrease disruptive behavior in children with autistic spectrum disorders? A review of the published literature. Journal of Intellectual Disabilities, 18, 35–50.

    Article  PubMed  Google Scholar 

  • Rydzewska, E. (2016). Unexpected changes of itinerary–adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder. European Journal of Special Needs Education, 31, 330–343.

    Article  Google Scholar 

  • Saecker, L., Sager, K., Williams, J. L., Skinner, C. H., Spurgeon, S., & Luna, E. (2008). Decreasing teacher’s repeated directions and students’ inappropriate talking in an urban, fifth-grade classroom using the color wheel procedures. Journal of Evidence-Based Practices for Schools, 9, 18–32.

    Google Scholar 

  • Sansosti, F. J., Powell-Smith, K. A., & Kincaid, D. (2004). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 194–204.

    Article  Google Scholar 

  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32, 535–543.

    Article  PubMed  Google Scholar 

  • Skinner, C. H., & Fudge, D. (2006). The color wheel: Better classroom management via better stimulus control. Invited workshop presented at the annual meeting of the Tennessee Association of Behavior Analysis, Nashville, TN.

  • Skinner, C. H., Scala, G., Dendas, D., & Lentz, F. E. (2007). The color wheel: Implementation guidelines. Journal of Evidence-Based Practices for Schools, 8, 134–140.

    Google Scholar 

  • Skinner, C. H., & Skinner, A. L. (2007). Establishing an evidence base for a classroom management procedure with a series of studies: Evaluating the color wheel. Journal of Evidence-Based Practices for Schools, 8, 88–101.

    Google Scholar 

  • Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K., Moore, T., & Coleman, M. (2016). Preventing disruptive behavior via classroom management: Validating the color wheel system in kindergarten classrooms. Behavior Modification, 40, 1–23.

    Article  Google Scholar 

  • Wright, R. A., & McCurdy, B. L. (2011). Class-wide positive behavior support and group contingencies: Examining a positive variation of the good behavior game. Journal of Positive Behavior Interventions, 14, 173–180.

    Article  Google Scholar 

Download references

Funding

This study was funded by Youngstown State University Research Council (Grant No. 03-17).

Author information

Authors and Affiliations

  1. Counseling, School Psychology, and Educational Leadership, Youngstown State University, One University Plaza, Youngstown, OH, 44555, USA

    Kathleen B. Aspiranti, Alanna Bebech & Brittany Ruffo

  2. Educational Psychology and Counseling Department, University of Tennessee, Knoxville, TN, USA

    Christopher H. Skinner

Authors
  1. Kathleen B. Aspiranti
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Alanna Bebech
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Brittany Ruffo
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Christopher H. Skinner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kathleen B. Aspiranti.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained for all individual participants included in the study.

Appendix

Appendix

Color Wheel System Social Story Text for Classroom A

This is the Color Wheel. We are going to use the Color Wheel to help us know what we are supposed to do during class.

The Color Wheel has three colors: Red, Yellow, and Green. Each color has different rules.

Red is for when I need to be very quiet and listen to the teacher’s instructions.

My Red rules are: Eyes on Teacher, In Seat or Spot, and No Talking.

When on Red, I will have my eyes on the teacher, be in my seat, and not talk.

Yellow is for when I am doing my work or learning from my teacher.

My Yellow rules are: Inside Voices, Hands and Feet to Self, Eyes on Teacher, and Follow Directions.

When on Yellow, I will use my inside voice, keep my hands and feet to myself, keep my eyes on my teacher or work, and follow directions.

Green is for when I am working in a group or have free time.

My Green rules are: Hands and Feet to Self, Inside Voices, and Follow Directions.

When on Green, I will keep my hands and feet to myself, use my inside voice, and follow directions.

My teacher will tell me when we will move to a different color.

My teacher will change the color on the Color Wheel so I will know what rules to follow.

If I forget the rules, I can look at the posters on the wall. They will tell me what to do.

I like using the Color Wheel.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Aspiranti, K.B., Bebech, A., Ruffo, B. et al. Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System. Behav Analysis Practice 12, 143–153 (2019). https://doi.org/10.1007/s40617-018-0264-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40617-018-0264-6

Keywords

Search

Navigation