| A behavioral group treatment intervention was applied to disruptive behaviors presented by elementary students in two schools in Gainesville, Georgia. Fifty-two students were involved in this research investigation. They were randomly assigned to one of two treatment conditions (e.g., immediate treatment or delayed treatment). The participant sample was made up of 19 African-Americans, 32 whites, and one Hispanic, and ranged in age from six to ten years.; The behavioral group treatment was applied to students in the school environment where disruptive behaviors occurred. The treatment approach consisted of a combination of behavioral and cognitive techniques including problem-solving strategies, alternative thinking, self-instruction, social skills training, modeling, and role play. This study employed an experimental delayed treatment control group design, with a five month follow-up. During first, second, and third assessment periods, data were reported by students on the Rosenberg Self-Esteem Scale and the Children's Perceived Self-control Scale. Additionally, teachers and teacher aides evaluated student classroom behavior by submitting grades during the three assessment periods.; Results of ANOVAs and t-test comparisons showed statistically significant results and improvements for students in self-esteem, perceived self-control, and classroom behavior. Following treatment, meaningful correlations were found between scores on the RSES, CPSCS, and teacher and teacher aide behavior grades. Furthermore, strong correlations were found between teacher and teacher aide behavior grades submitted following treatment. Of six hypotheses, four were fully supported, and two were partially supported. Replication with an additional 5 month follow-up for the delayed treatment condition, along with the inclusion of a more heterogeneous sample, and prior training for teachers and aides on disruptive behaviors is suggested. |
