Implementing the Color Wheel System in an Inclusive Middle School Setting
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| Title: | Implementing the Color Wheel System in an Inclusive Middle School Setting |
|---|---|
| Language: | English |
| Authors: | Kathleen B. Aspiranti (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2025 27(3):145-157. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades |
| Descriptors: | Middle School Students, Grade 6, Inclusion, Elementary School Students, Classroom Techniques, Student Behavior, Intervention, Behavior Problems, Futures (of Society), Instructional Effectiveness, Color, Visual Aids |
| DOI: | 10.1177/10983007241277155 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | The Color Wheel System (CWS), a class-wide, rule-based behavioral management strategy, is a successful intervention to reduce off-task behaviors for elementary school students. However, this intervention has rarely been investigated in the middle school setting. The current study implemented the CWS within three sixth-grade general education inclusionary classrooms in a middle school in the United States. A multiple-baseline across classrooms design evaluated the effects of the CWS on class-wide inappropriate vocalizations. Partial-interval time-sampling recorded intervals when any student in the class displayed inappropriate vocalizations. Visual analysis of time-series graphs and effect size measures indicated that the CWS created large, immediate, and sustained decreases in inappropriate vocalizations across all classrooms. Implications for using the CWS as a class-wide behavioral management strategy within the middle school setting and directions for future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474331 |
| Database: | ERIC |
| Abstract: | The Color Wheel System (CWS), a class-wide, rule-based behavioral management strategy, is a successful intervention to reduce off-task behaviors for elementary school students. However, this intervention has rarely been investigated in the middle school setting. The current study implemented the CWS within three sixth-grade general education inclusionary classrooms in a middle school in the United States. A multiple-baseline across classrooms design evaluated the effects of the CWS on class-wide inappropriate vocalizations. Partial-interval time-sampling recorded intervals when any student in the class displayed inappropriate vocalizations. Visual analysis of time-series graphs and effect size measures indicated that the CWS created large, immediate, and sustained decreases in inappropriate vocalizations across all classrooms. Implications for using the CWS as a class-wide behavioral management strategy within the middle school setting and directions for future research are discussed. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007241277155 |
