The Use of the Class Pass Intervention within the General and Special Education Setting: Single-Case Design
Sydney Zajac
Sydney Zajac
School Psychology MA/SSP
East Carolina University
Greenville, North Carolina 27858
zajacs21@students.ecu.edu
- Disruptive behaviors is challenging in the classroom because it can interfere with other students’ education and put more stress on teachers (Westling, 2010).
- How teachers perceive disruptive behavior in the classroom can influence their opinions of the student and increase office discipline referrals (Abidin & Robinson, 2002).
- School-Wide Positive Behavioral Interventions & Supports (SWPBIS) provide teachers with proactive strategies on classroom management and can help in reducing disruptive behaviors (Narozanick & Blair, 2018; Horner & Sugai, 2015).
- ADHD medicine was given to participant when intervention was implemented in the special education setting. Because of this, it is hard to say the CPI caused target behavior change as it was applied to each setting.
- The intervention led to a moderate increase in on-task behavior when compared to baseline target behavior in the general education setting.
- The intervention led to a small increase in on-task behavior when compared to baseline target behavior in the special education setting.
- Consultation with the participant happened outside of both settings to ensure understanding on how the intervention worked. However, more consultation strategies were used with the participant and his teachers because he did not grasp the concept until a couple weeks into intervention. If the student was able to grasp the concept at a faster rate, more improvement could’ve been made.
- Anecdotally, both teachers noticed a decrease in the participant’s negative behaviors. However, more consistent use of the intervention and reinforcement within both settings may lead to a bigger decrease in disruptive behavior.
Abidin, R. R., & Robinson, L. L. (2002). Stress, biases, or professionalism: What drives teachers' referral judgments of students with challenging behaviors? Journal of Emotional and Behavioral Disorders, 10(4), 204- 212. https://doi.org/10.1177/10634266020100040201
Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance. Behavior analysis in practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4
Narozanick, T., & Blair, K.-S. C. (2019). Evaluation of the Class Pass Intervention: An Application to Improve Classroom Behavior in Children With Disabilities. Journal of Positive Behavior Interventions, 21(3), 159170. https://doi.org/10.1177/1098300718806650
Westling, D. L. (2010). Teachers and Challenging Behavior: Knowledge, Views, and Practices. Remedial and Special Education, 31(1), 48– 63. https://doi.org/10.1177/0741932508327466
Zuniga, A.N., Cividini-Motta, C. Using Class Pass Intervention to Decrease Disruptive Behavior in Young Children. J Behav Educ 31, 524–542 (2022). https://doi.org/10.1007/s10864- 020-09411-4
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| Any behavior causing an interruption that disrupts or interferes with the class instruction effecting other students and/or staff (ex. Blurting out, yelling or screaming, throwing objects, and/or sustained out of seat behavior). |
| Any participation (active or passive) that matches the ongoing classroom instruction (ex. Raising hand, answering questions, listening and responding to teacher/staff, silently reading or writing, and looking at instructional materials). |
- The Class Pass Intervention (CPI) is a Tier II intervention designed and implemented based off the Bedtime Pass study. The child could decide to use their passes to leave their bedroom after bedtime or they could save their passes till the next morning to receive a bigger reward (Zungia & Motta, 2021).
- CPI allows students to receive passes that allow for them to exchange them for a break during instructional time during school.
- Purpose of the study: The purpose of this research study is to evaluate the effectiveness of a modified version of CPI used across two different settings (the general education classroom and special education classroom) on a student who engages in escape-motivated behaviors.
Participant
- One 6-year-old, kindergarten boy with escape-motivated behavior was referred for the current study by the school psychologist.
- The participant displays disruptive behavior that is maintained by escape from difficult or unwanted academic tasks.
- The participant met the following criteria for inclusion of the study: receiving services special education, spending time in both the general education and special education classrooms and must display disruptive/adverse behavior when presented with a task.
Measures:
- The researcher observed the participant on off-task and on-task behavior.
- The data collection occurred at the end of a 30 second interval over a 15-minute time period (momentary time-sampling).
- A multiple baseline was used to implement this intervention across two settings.
- The intervention will be implemented in the special education setting first where data collection will continue. Then after a week of being implemented in the special education setting, CPI will be implemented in the general education setting.
Table 1. Operational Definitions for Behaviors Observed
Table 2. Effect Sizes and Means of the CPI data