ERIC Number: ED386639
Record Type: RIE
Publication Date: 1995-May
Reference Count: N/A
A Behavior Change Program To De-Escalate Fighting in Intermediate Grades of an Elementary School.
Sthair, Vincent L.
A plan to de-escalate fighting behaviors at an inner-city elementary school was implemented. It is believed that factors contributing to the problem were: low socio-economic status; a lack of parental supervision at home; a lack of parental involvement at school; a high level of criminal activity surrounding the schools; overcrowded class areas; and an absence of structured behavior change program. The program was designed to decrease fighting behaviors exhibited among intermediate grade (3-5) elementary students. Solution strategies to resolve fighting in the intermediate grades were: institute a 12-week project focusing on 10 behavior change designs relating to communication skills among students, teach ways to escape a confrontation, and provide a working knowledge of body language. Objectives for the program were for 80% of the teachers and the students to increase their knowledge of how to de-escalate a fight, and to reduce fighting referrals by 50%. Evaluation instruments used to measure this project were teacher-made tests and recorded baseline data. It is believed that school culture can become more positive when the de-escalating skills which are taught relate specifically to the actual behaviors exhibited. Total effectiveness of the program showed that violent behavior such as fighting can be reduced with a comprehensive structured program that meets student needs. Appendixes contain the teacher and student survey instruments, baseline data, teacher and student survey results, parent newsletter, and teacher in-service agendas. (JBJ)
Descriptors: Adolescent Development, Behavior Change, Behavior Development, Behavior Modification, Behavior Problems, Conflict Resolution, Counseling, Crowding, Curriculum Development, Elementary Education, Elementary School Students, Emotional Development, Environmental Influences, Interpersonal Communication, Intervention, Parent Child Relationship, Parent Participation, Socioeconomic Status, Student Behavior
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Educational Specialist Practicum, Nova Southeastern University.