ABSTRACT
The dearth of behaviour modification research carried out in secondary school situations is recognised and an emphasis on ‘heavy’ behavioural interventions in both North America and UK research literature is identified. Additionally attention is drawn to a lack of repeated replication studies in single-case experimental design in general—a shortcoming that reduces the case for claiming generalisability of findings of many research outcomes.
This paper reports the effects on Secondary school classroom on-task behaviour of a number of ‘light’ behavioural interventions. Six whole class studies are reported. Increase in pupil on-task behaviour resulted in three cases—though in one situation a return to baseline phase was not attempted. In two further cases inconclusive outcomes resulted and the reasons for this are discussed. In one case initial levels of on-task behaviour were so high that little room for improvement was possible.
The lack of demonstration of the effect of the interventions on any individual pupil's behaviour is recognised, although positive outcome data for one pupil are reported.
The conclusion is drawn that ‘light’ behavioural strategies can effect change in the behaviour of secondary aged pupils in a positive direction.
