Evaluating the effects of the color wheel system on a teacher's repeated directions.

School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-11-13 DOI:10.1037/spq0000588

Jade Bennett, Christopher H Skinner, Thomas John, Tara C Moore, Mari-Beth Coleman, Merilee McCurdy

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Abstract

Students are less likely to hear and understand teacher-delivered directions or instructions when they are attending to other activities (e.g., a classmate, a previously assigned task). A classroom management system known as the Color Wheel System includes rules and transition procedures designed to increase the probability that students stop their current activities and attend to teachers as they deliver directions or instructions for the next activity. A withdrawal design was used to evaluate the effects of the Color Wheel System on a teacher's repeated directions in a first-grade general-education classroom. Results showed large and immediate decreases in teacher repeated directions both times the Color Wheel System was applied and an immediate increase when it was withdrawn. Discussion focuses on limitations and directions for future longitudinal research evaluating the effects of the Color Wheel System on uninterrupted teaching and learning time, classroom climates, student-teacher relationships, and compliance. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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评估色轮系统对教师重复指导的影响。

当学生参加其他活动时(例如，与同学交谈，完成先前分配的任务)，他们不太可能听到和理解老师发出的指示或指示。一种被称为“色轮系统”的课堂管理系统包括规则和过渡程序，旨在增加学生停止当前活动并听从老师为下一个活动提供指示或指示的可能性。在一年级的通识教育课堂上，采用退缩设计来评估色轮系统对教师重复指导的影响。结果显示，在使用色轮系统的两种情况下，教师重复指示的次数都大幅下降，而在取消色轮系统的情况下，教师重复指示的次数立即增加。讨论的重点是未来纵向研究的局限性和方向，以评估色轮系统对不间断教学时间、课堂气氛、师生关系和依从性的影响。(PsycInfo数据库记录(c) 2023 APA，版权所有)。

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School psychology (Washington, D.C.)

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