Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Classroom Infrastructure and the Early Learner: Reducing Aggression During Transition Times

  • Caroline Guardino, Ph.D. (Author) University of North Florida image/svg+xml
  • Elizabeth Kirby Fullerton, Ph.D. (Author) University of North Florida
DOI
https://doi.org/10.64546/jaasep.167
Abstract
High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students’ aggressive behavior. Teachers were assisted on the usage of select modifications (visual cues and carrels). Data were collected during pre-experimental, baseline, intervention 1, and intervention 2. Results indicate that modifying the classroom environment decreased aggressive behaviors during transition times by as much as 12% from the beginning of the study. The change in aggressive behavior was moderate and teachers perceived the intervention as having a positive impact on students’ learning and their ability to teach. Implications for practitioners are discussed.
Keywords
Self Contained Classrooms, Special Education, Intervention, Student Behavior, Behavior Modification, Environmental Influences
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There are 30 references in total.
How to Cite
Guardino, C., & Fullerton, E. K. (2012). The Classroom Infrastructure and the Early Learner: Reducing Aggression During Transition Times. Journal of the American Academy of Special Education Professionals, 7(1), 100-116. https://doi.org/10.64546/jaasep.167

Winter 2012

Article Information

  • Article Type Articles
  • Submitted December 12, 2011
  • Published February 15, 2012
  • Issue Winter 2012
  • Section Articles
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