Citation

Sharpe T, Crider K, Vyhlidal T, Brown M. Educ. Treat. Child. 1996; 19(4): 435-457.

Copyright

(Copyright © 1996, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA(B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy. Frequency and percentage of class time data were collected on student behaviors in evidence during peer conflict episodes.

RESULTS demonstrated (a) positive across-grade trends in student leadership and teacherindependent conflict resolution behaviors, (b) marked decreases over time in student offtask behavior, (c) a gradual shift from teacher-to pupil-directed gymnasium organization, and (d) increased percentages of time devoted to subject matter activity. Advantages of a behavioral approach to teaching prosocial interaction at an early age using physical education settings are discussed with implications for research and development designed for successful transfer to non-school settings.

Language: en