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Effects of Direct Instruction, Cooperative Learning, and Independent Learning Practices on the Classroom Behavior of Students with Behavioral Disorders

A Comparative Analysis

J. RON NELSON, PhD, is an associate professor in the Department of Applied Psychology at Eastern Washington University.

Andrea Johnson

ANDREA JOHNSON is a special education teacher in the Central Valley School District in Spokane.

Nancy Marchand-Martella

NANCY MARCHAND-MARTELLA, PhD, is an assistant professor in the Department of Applied Psychology at Eastern Washington University.

The purpose of this study was to conduct a comparative analysis of the effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of students with behavior disorders. Results indicated that there were distinct differences in the classroom behavior of the students during the direct instruction condition. In this condition, they displayed higher rates of on-task behavior and lower rates of disruptive behavior relative to the cooperative learning and independent learning conditions. There appeared to be little or no differences between the classroom behavior of the students during the cooperative learning condition and that during the independent learning condition. The results suggest (a) that the instructional sequence underlying direct instruction practices reduces the disruptive behavior of students, and (b) that instructional practices may serve as an aversive stimuli in classrooms.

Journal of Emotional and Behavioral Disorders, Vol. 4, No. 1, 53-62 (1996)
DOI: 10.1177/106342669600400106


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