ERIC Number: ED434774
Record Type: RIE
Publication Date: 1999-Apr
Improving Student Behavior through the Use of the Multiple Intelligences.
Highland, Sara; McNally, Paulette; Peart, Marci
Hypothesizing that young students would exhibit fewer classroom behavior problems when engaged in activities linked to their strengths and interests, this study examined the use of Gardner's multiple intelligences to improve student behavior. Targeted were 20 students in prekindergarten, kindergarten, and first grade classrooms in two suburban Chicago schools. Misbehavior such as talking out, not keeping their hands to themselves, being off-task, not cooperating, and not participating was documented by means of classroom observations and anecdotal records. The intervention was comprised of 16 classroom lessons using each of the 8 intelligences; lessons were implemented in October and November of the school year. Visual aids were used to ensure that students understood the intelligences, and graphic organizers were used to engage students in the learning process. Anecdotal records, progress reports, and report cards were used to document changes in student behavior. To assess the effects of the intervention, classroom observations were completed in September, October, and November, with comparisons made in the number of instances of talking out, not keeping hands to self, being off-task, not cooperating, and not participating. Each student's strongest intelligence was identified, and it was determined if the student was behaving properly during a lesson geared toward that particular intelligence. The results suggested that 77 percent of students showed an improvement in their behavior when working on activities geared toward their strongest intelligence. Behavior improved from September to November. (Twelve appendices include data collection forms and sample materials. Contains 18 references.) (KB)
Descriptors: Behavior Change, Behavior Problems, Change Strategies, Cooperation, Early Childhood Education, Elementary School Students, Grade 1, Kindergarten Children, Multiple Intelligences, Preschool Children, Program Effectiveness, Program Evaluation, Student Behavior, Student Participation, Time on Task
Publication Type: Dissertations/Theses; Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.