The Effects of Redirection on Disruptive Behavior in the Preschool Classroom

Author

Carrie Haessly, Southern Illinois University CarbondaleFollow

Date of Award

12-1-2010

Degree Name

Master of Science

Department

Rehabilitation

First Advisor

Heal, Nicole

Abstract

Although there is little research to support the use of redirection, this behavior management strategy has been recommended for use in the classroom. The purpose of the current study was to assess the effects of redirection on disruptive behavior when the child was redirected to a relatively more preferred center or to a relatively less preferred center to the one in which disruptive behavior occurred. First, the children's most and least preferred centers were identified by recording time allocation in nine concurrently available centers via a group momentary time sample procedure. Then, following a baseline phase which consisted of delivering a mild reprimand contingent on disruptive behavior, two conditions were alternated in a counterbalanced order in which contingent on disruptive behavior the experimenter delivered a mild reprimand and redirected the child to either a relatively more or less preferred center. For 2 of the 3 participants, an overall decrease in disruptive behavior was observed in both conditions. For one participant, redirection to a low preferred center increased disruptive behavior and redirection to a high preferred center resulted in a low stable rate of disruptive behavior.