The impact of conferencing with disruptive students and their teachers on disruptive classroom behaviors of fourth grade students

Abstract

This study was designed to determine whether disruptive behaviors can be reduced through a classroom support program of conferencing with disruptive fourth grade students and consulting with the teachers of the disruptive students. The study also compared the effectiveness of individual vs. small group conferencing at reducing disruptive behaviors. Other purposes were to determine the effect of conferencing and consulting for disruptive behaviors on self-concept and to determine teachers' perceptions of the referral process and of the conferencing program. The subjects in the study were disruptive fourth graders. The treatment consisted of conferencing with the students about their disruptive behaviors and consulting with their teachers about effective ways of dealing with these children in the classrooms. Counselors met with individual students and small groups for weekly one-half hour sessions. Classroom teachers and classroom observers rated the children's total disruptive behavior and their two most disruptive behaviors before and after treatment. School counselors administered a self-concept scale before and after treatment. Teachers' perceptions of the referral process and of the conferencing program were determined through a questionnaire and an interview at the completion of the study. From the findings, it was concluded that: 1. teachers felt the students' behavior had improved but classroom observers noted no positive changes in the students' behavior; 2. neither individual nor small group conferencing was more effective than the other at reducing disruptive behavior; 3. a conferencing treatment for disruptive behavior may contribute to improvement in self-concept; 4. teachers were reasonably s a tis fie d with the conferencing referral process and saw it as effective in getting disruptive children into the conferencing program and therefore getting help for these children; and 5. teachers perceived the conferencing program as a method of reducing disruptive behaviors in the classroom.