| Purpose. The purpose of the study was to determine what relationship, if any, existed between listening comprehension and the use of nonverbal interventions to address disruptive behaviors. A second purpose was to determine if the relationship, if any, that existed between scores on listening comprehension tests from the use of nonverbal and verbal interventions was significantly different than those of the baseline scores.;Methods and procedures. Five third-grade classes participated in the study. Scores from 69 students were used for analysis. Each teacher read a story aloud to the class, followed by a ten question multiple choice recall listening comprehension test, for eight sessions. Four sessions were baseline, two implemented nonverbal interventions and two implemented verbal interventions.;Statistical tests included one-way analysis of variance, correlation and hierarchical regression for determining the effect the number of interruptions had on listening comprehension and the effectiveness of each intervention.;Results. A manipulation check indicated that teachers followed the instructions for conducting the research. Scores for nonverbal days were not significantly different from those for verbal days. Scores for baseline days were significantly different from those of treatment days indicating that scores were made worse when treatments were added. An examination of the means indicated that verbal treatment was somewhat worse than baseline for all teachers.;A marginally significant negative correlation of the number of interruptions with student scores indicated that when interruptions were increased then scores decreased. The hierarchical regression findings indicated that when instruction was interrupted a few times during a session, test scores were negatively effected. However, when interruptions became more frequent, the addition of one more interruption had little negative impact.;Conclusions. This study indicated that listening comprehension scores are worse when treatments are imposed on teachers and interruptions negatively impact listening comprehension. Administrators will want to assist teachers in minimizing interruptions to lessons. Administrators need to be cautious if required to adopt a classroom management program, being aware that imposing techniques might effect teachers and student achievement. |
