Decreasing

Problematic Student
Behavior: The
Effectiveness of
Cognitive-Behavioral
Therapy
T I N I S I A B R A N C H - WA R E

S C H O O L O F E D U C AT I O N ,
CAMPBELLSVILLE UNIVERSITY

SGC515 INTERNSHIP IN SCHOOL

COUNSELING II

D R . E L I S H A L AW R E N C E
 Rationale
During the researcher’s fifth-grade student study skills classes, the researcher noticed that

several students were receiving excessive tally marks in their traditional classes and co-

curricular classes. Students who received numerous tally marks had issues staying on task and

completing assignments. Teachers have made phone calls to parents, and athletic coaches have

suspended students from games due to their tally marks and behavior. After speaking with the

school director, dean of students, and fifth-grade teaching team, the researcher pushed

into the fifth-grade study skills classes and implemented behavioral interventions.
Self-
Managemeent
Strategies
Description of Intervention
The mixed-methods study consisted of two weekly fifth-grade classes, which is the grade that
receives tally marks and disciplinary referral forms. The intervention consisted of the following
self-monitoring interventions: Monday Morning Check-In, daily behavior checklist, and goal-
setting sheets. One of the benefits of self-monitoring intervention is that it occurs consistently
during a predetermined time; this duration allows the participants to naturally self-regulate,
which continues after the intervention has ended (Kitchen et al., 2019). Interventions were 40
minutes, once a week, over five weeks.
 Data Sources
The researcher’s quantitative data were tally marks. Disciplinary referral forms were the
researcher's second piece of quantitative data. Student observations were qualitative and the third
piece of data the researcher collected. Teachers’ interviews were qualitative and the fourth piece
of information the researcher collected. Student surveys were qualitative, and the fifth piece of
data the researcher collected. Data was collected every week to determine which students
improved and who did not.
 Description of Participants
The study included students from two fifth-grade classes with 20 students. Of the study
participants, 18 were African American, two were White, 15 were male, and five were female. The
class that received the intervention was the experimental group (Group A), and the class that did
not receive the intervention was the control group (Group B). The student’s role in Group A was to
attend a 40-minute study skills session while using self-monitoring intervention tools to record
their behavior. Group B attended a 40-minute study skills session without intervention. There were
ten participants in Group A. Seven of the students were male, and three were girls. There are eight
African American students and two white students. Two of the students were diagnosed with
attention deficit hyperactivity disorder. Students in Group A will receive the intervention, record
their behavior, and discuss the results. There are ten participants in Group B. Eight of the students
were male, two were female, and all were African American.
 Effective Intervention
1. The standard deviation was more than a third of the students before intervention and it
decreased to less than a third of the students afterwards

2. Experimental group averaged 3.2 tally marks before intervention and 1.9 afterwards

3. Black males averaged 6.4 tally marks before intervention and 3.2 afterwards

4. Students diagnosed with attention deficit hyperactivity disorder averaged 8.5 tally marks
before intervention and 2.0 afterwards

5. Teacher and student qualitative data presented positive results

 Findings
1. The study would do well in middle and high school classrooms
1. The sample size of ten students was small
2. Teachers can duplicate this study by using similar or the same
intervention
2. Timing of the study
3. Data can be triangulated by collecting two or more data methods
to verify the findings and results of the study 3. There were not any disciplinary referral forms
4. The study relates to life outside of the classroom sent to the dean of students before, during, or
5. The intervention provides an optimal environment for
after the study
collaboration among school stakeholders

6. Barriers include the challenges students face at home and in their

community