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. 1977 Fall;10(3):437–448. doi: 10.1901/jaba.1977.10-437

A multi-element analysis of the effect of teacher aides in an “open”-style classroom

Fern M Loos 1, Karen P Williams 1, Jon S Bailey 1,1
PMCID: PMC1311207  PMID: 16795564

Abstract

Open classrooms with few rules, individualized instruction, and informal class organization present new problems for the application of behavior principles. The effects of three types of teacher aides on student achievement and on-task behavior were studied. Each was compared with a standard no-aide condition. Subjects were 54 third graders in two “open”-style classrooms. The three types of aide, helping adult, disciplinary adult, and helping fifth-grade aide, were compared in a multi-element design with a no-aide control. The helping-adult aide significantly affected the academic output of the class, when compared with the no-aide condition. All aide conditions produced more academic work and on-task behavior than did the standard no-aide condition.

Keywords: academic behavior, peer tutoring, aides, open classroom, control, discipline, multi-element design, on-task behavior, self-management, time sample, primary-grade students

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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