The effects of three short-term interventions on disruptive sixth-graders in transition




Bond, Rebekah Bowling

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The effects of three short-term intervention programs on chronically disruptive sixth-graders (n = 24) were measured during their transition from elementary to middle school. Treatment programs included Multi-faceted Psychological Consultation {n = 6), Limited Psychological Consultation {n = 6), and Time-Out Class Placement {n = 6). A fourth group, Traditional Intervention, was served by existing , school staff and was designated as a control group {n = 6). Fifth-grade teachers rated subjects' school behavior (Devereaux Elementary School Behavior Rating Scale and Portland Problem Rating Scale) in late spring. Sixth-grade teachers provided both a second prerating early in the fall term and posttest ratings after six weeks of intervention. Parents rated their children's behavior at home (Walker Problem Behavior Identification Checklist) prior to initiation of intervention programs and again at their conclusion. Subjects also rated themselves on self-concept (Piers-Harris Children's Self-Concept Scale) immediately before and after the treatment period. Results revealed that the most intensive intervention program, Multi-faceted Psychological Consultation, was significantly superior to both other treatment groups and the control group in increasing self- · concept of subjects · (p< .05). No significant differences between groups were found on home behavior (p> .05), nor on either of the two measures of behavior in the classroom (p>.05). Results are discussed with regard to their comparison to previous research findings and possible causative factors.



Chronically disruptive students, Intervention programs, Multi-faceted Psychological Consultation