scholarly journals Peer influence on disruptive classroom behavior depends on teachers' instructional practice

2018 ◽  
Vol 56 ◽  
pp. 99-108 ◽  
Author(s):  
Christoph M. Müller ◽  
Verena Hofmann ◽  
Thomas Begert ◽  
Antonius H.N. Cillessen
Keyword(s):  
Peer Influence ◽  
Classroom Behavior ◽  
Instructional Practice ◽  
Disruptive Classroom Behavior

scholarly journals Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

10.2196/16066 ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. e16066
Author(s):  
Rineke Bossenbroek ◽  
Aniek Wols ◽  
Joanneke Weerdmeester ◽  
Anna Lichtwarck-Aschoff ◽  
Isabela Granic ◽  
...  
Keyword(s):  
Virtual Reality ◽  
State Anxiety ◽  
Classroom Behavior ◽  
Single Case ◽  
Clinical Sample ◽  
Future Research ◽  
Special School ◽  
Classroom Behaviors ◽  
Disruptive Classroom Behaviors ◽  
Disruptive Classroom Behavior

Background Many adolescents in special education are affected by anxiety in addition to their behavioral problems. Anxiety leads to substantial long-term problems and may underlie disruptive behaviors in the classroom as a result of the individual’s inability to tolerate anxiety-provoking situations. Thus, interventions in special needs schools that help adolescents cope with anxiety and, in turn, diminish disruptive classroom behaviors are needed. Objective This study aimed to evaluate the effect of a virtual reality biofeedback game, DEEP, on daily levels of state-anxiety and disruptive classroom behavior in a clinical sample. In addition, the study also aimed to examine the duration of the calm or relaxed state after playing DEEP. Methods A total of 8 adolescents attending a special secondary school for students with behavioral and psychiatric problems participated in a single-case experimental ABAB study. Over a 4-week period, participants completed 6 DEEP sessions. In addition, momentary assessments (ie, 3 times a day) of self-reported state-anxiety and teacher-reported classroom behavior were collected throughout all A and B phases. Results From analyzing the individual profiles, it was found that 6 participants showed reductions in anxiety, and 5 participants showed reductions in disruptive classroom behaviors after the introduction of DEEP. On a group level, results showed a small but significant reduction of anxiety (d=–0.29) and a small, nonsignificant reduction of disruptive classroom behavior (d=−0.16) on days when participants played DEEP. Moreover, it was found that the calm or relaxed state of participants after playing DEEP lasted for about 2 hours on average. Conclusions This study demonstrates the potential of the game, DEEP, as an intervention for anxiety and disruptive classroom behavior in a special school setting. Future research is needed to fully optimize and personalize DEEP as an intervention for the heterogeneous special school population.

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