Effects of Behavioral Support on Participation in Routine Classroom Activities : Support for an Individual Pupil and for the Class as a Whole

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  • OHKUBO Kenichi
    Department of Education, Asahikawa Campus, Hokkaido University of Education
  • TAKAHASHI Naomi
    Tokyo Metropolitan Katsushika School for the Mental Retardation
  • NORO Fumiyuki
    Graduate School of Comprehensive Human Sciences, University of Tsukuba

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Other Title
  • 通常学級における日課活動への参加を標的とした行動支援 : 児童に対する個別的支援と学級全体に対する支援の効果検討
  • ツウジョウ ガッキュウ ニ オケル ニッカ カツドウ エ ノ サンカ オ ヒョウテキ ト シタ コウドウ シエン ジドウ ニ タイスル コベツテキ シエン ト ガッキュウ ゼンタイ ニ タイスル シエン ノ コウカ ケントウ

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In a second-grade class of a regular elementary school, an 8-year-old boy had behavioral problems in activities such as setting up for lunch, cleaning up after lunch, and cleaning the classroom. Support was provided first individually to the boy and then to the class as a whole, according to a multiple baseline design across activities. The support improved the boy's behavior; the improvement was greater and more stable when the entire class was supported than when the boy was supported individually. The class-wide support also improved the behavior of other students in the class. These results suggest that when behavioral support in a regular class is planned, providing support to the whole class should have a higher priority than providing support to an individual pupil. A questionnaire asking about the social validity of the present study revealed that the teacher thought that the support procedures were highly effective but also found some parts of the procedures to be burdensome.

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