Application of Cognitive Behavior Modification: First and Third Graders’ Self-Management of Classroom Behaviors

Abstract

The intent of this investigation was to apply Meichenbaum’s (1977) theory of cognitive behavior modification (CBM) to 30 first graders and 25 third graders who were exhibiting inappropriate classroom behaviors. Subjects were randomly assigned to experimental and control groups by grade level. The primary objective was to investigate CBM treatment effects on classroom behavior as measured by teacher ratings and treatment-blind observers of on-task ratings and locus-of-control scores. Data were analyzed using independent t tests to compare differences between experimental and control groups, with teacher ratings, observable behaviors, and loci of control serving as the dependent measures. Posttest scores for the three measures yielded significant effects for the CBM (self-instructional) experimental group at immediate and delayed assessments. Findings indicate that CBM may be considered as a classroom management option for regular education.