Examining the Effects of Teacher and Self-Evaluation of Disruptive Behavior via School-Home Notes for Two Young Children in Kindergarten

This study replicates and extends previous research in the area of managing the disruptive classroom behavior of young children. The effectiveness of teacher and self-evaluation through school-home notes was explored. A combination self-evaluation and school-home note procedure was implemented with two kindergarten boys. A single-subject reversal design was used to analyze direct observations of disruptive behavior. Results indicated a decrease in disruptive behavior associated with the intervention. The intervention procedures were also found to be acceptable by the teacher. The gap between evidence-based interventions and practice was addressed by implementing a combination of efficacious interventions in the participants' natural environment. Implications for practice and further research are presented.