Compare The Effects Of Two Intervention Methods On Elementary School Students’ Classroom Problem Behaviors

At present,the classroom problem behavior of primary school students is widespread.Pupils’ classroom problem behavior will affect their learning,life and other aspects,and even affect their life development.Pupils with classroom problem behaviors hinder the implementation of comprehensive quality education because of their lack of ability,personality,psychology and social development.Studies abroad have shown that CCE intervention can effectively reduce students’ classroom problem behaviors.CCE intervention includes three components: check,connect,and expect.The main intervention process is that teacher use the event recording method to observe the frequency of students’ classroom problem behaviors in the classroom,and help students set daily behavioral goals according to the principle of small steps.Parents and teachers give students appropriate feedback and guidance based on the data recorded by the teacher every day,and then reducing the student’s classroom problem behavior.According to the comprehensive theoretical model of problem behavior and the theory of problem behavior ecosystem,we know that parents,teachers and peers will reduce the problem behavior of pupils in the classroom in a direct or indirect way.Previous research results show that peers have an irreplaceable role in reducing pupils ’classroom problem behavior.However,traditional CCE intervention only considers the role of teachers and parents in reducing pupils ’classroom problem behaviors,and ignores the role of peers in pupils’ classroom problem behaviors.Inspired by the positive peer reporting method,this study designed a peer participation method that meets the needs of this study and is suitable for practical education and teaching.It is embedded in the CCE intervention to design a more complete method for intervening pupils ’classroom behavior----peer-involved CCE intervention method.This study used the teacher nomination method to select 187 third-and fourth-grade students with classroom problem behavior from the three primary schools in Huaibin county,Xinyang city,Henan province.In the experiment,participants were given peer-involved CCE intervention,CCE intervention,and no intervention.This experiment carried out Pre-intervention test,real-time post-test,and post-delay test after 17 days.Based on these data,the study yielded the following results:(1)Peer-involved CCE intervention and CCE intervention can reduce pupils’ classroom problem behaviors and have long-term effects.(2)Compared with CCE intervention,peer-involved CCE intervention has better immediate and long-term effects in reducing pupils’ classroom problem behavior;(3)Peer-involved CCE intervention has a positive feedback effect in reducing pupils’ classroom problem behavior.The research results show that teachers,parents and peers have an indispensable role in reducing pupils’ classroom problem behavior,the effect of peer-involved CCE intervention is better.Therefore,in the actual education and teaching,we recommend to choose the CCE intervention of peer participation to give priority to the classroom problem behavior of primary school students.