ERIC Number: ED394224
Record Type: RIE
Publication Date: 1996-Mar-24
Behavior Disordered Students in Collaborative/Cooperative Classes: Does Behavior Improve?
Mills, Douglas; Bulach, Clete
This study examined whether the incidence of classroom behavior problems of students with behavior disorders were reduced in collaborative/cooperative classes when compared with traditional special education classes. Subjects were 15 students in grades 6 through 8 who spent half their class day in a collaborative/cooperative classroom and the other half in a traditional classroom. In the collaborative/cooperative model, a regular education teacher and a special education teacher worked together in a classroom with both regular and special needs students. The number of behavior problem referrals to the school office was compared for each of these settings. Results indicated a significant difference in number of office referrals, with 31 percent of subject referrals coming from the collaborative/cooperative classes and 69 percent from special education classes. Three factors of the collaborative/cooperative setting are suggested as responsible for this difference: (1) peer pressure; (2) clearly defined roles for the collaborating teachers; and (3) a strong discipline plan. (Contains 13 references.) (DB)
Descriptors: Behavior Disorders, Behavior Patterns, Behavior Problems, Classroom Environment, Discipline, Incidence, Inclusive Schools, Intermediate Grades, Junior High Schools, Mainstreaming, Middle Schools, Peer Influence, Referral, Regular and Special Education Relationship, Student Behavior, Teacher Collaboration
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Dropout Prevention Conference (Tampa, FL, March 24, 1996).