Abstract

Teachers spend a significant amount of time redirecting students, addressing problem behaviors, and transitioning the class, leading to less instructional time. The Color Wheel System (CWS) is a classroom behavioral management intervention that uses clear, specific rules for different activities. It can be implemented in a variety of classrooms and modified to meet the needs of the teacher (e.g. additional rule sets, reinforcements, using animals instead of colors to differentiate between rule sets). This literature synthesis and meta-analysis evaluated the overall effectiveness of the CWS. Thirteen studies using single-case design methodologies within 12 articles with a total of 261 participants were included in the analysis. Results indicated an overall moderate treatment effect, Tau-U = 0.88 (CI = [0.78, 1.35]) on student behaviors with individual study effects ranging from 0.61 to 1.00. There were no variables that significantly moderated the effects of the CWS on student behavior. Discussion focuses on implications for researchers and educators.

摘要

教师花费大量时间来引导学生、解决问题行为和转变课堂，导致教学时间减少。色轮系统 (CWS) 是一种课堂行为管理干预措施，针对不同的活动使用明确、具体的规则。它可以在各种教室中实施并进行修改以满足教师的需要（例如，额外的规则集、强化、使用动物而不是颜色来区分规则集）。该文献综合和荟萃分析评估了 CWS 的整体有效性。分析中纳入了 12 篇文章中使用单案例设计方法的 13 项研究，共有 261 名参与者。结果表明总体治疗效果适中，Tau-U = 0.88 (CI = [0.78, 1. 35]) 对学生行为的影响，个人学习效果在 0.61 到 1.00 之间。没有变量可以显着调节 CWS 对学生行为的影响。讨论的重点是对研究人员和教育工作者的影响。