Comparative Effects of Presession and Interspersed Attention on Disruptive Behavior in an Inclusive Elementary Classroom

Authors

Kerry Kisinger, Eastern Washington University
Charles L. Wood, University of North Carolina at Charlotte

Abstract

This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student’s disruptive behaviors, did not detract from the learning environment, and possibly improved classroom productivity, she preferred the presession attention intervention based on its simplicity and ease of implementation. Implications for research and practice are discussed.

Recommended Citation

Kisinger, Kerry and Wood, Charles L. (2023) "Comparative Effects of Presession and Interspersed Attention on Disruptive Behavior in an Inclusive Elementary Classroom," The Journal of Special Education Apprenticeship: Vol. 12: No. 2, Article 7.
DOI: https://doi.org/10.58729/2167-3454.1171
Available at: https://scholarworks.lib.csusb.edu/josea/vol12/iss2/7