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<p>The current study evaluated the effectiveness of the Classroom Password intervention on both academic engagement and disruptive behavior in a third-grade, general education classroom located in the Southeastern United States. The Classroom Password intervention was delivered from the authors through consultation with the teacher in the classroom. The study utilized a reversal design to evaluate the effects of the intervention. Results indicated that the intervention led to increased academic engagement and a slight decrease in disruptive behaviors and that when the intervention was removed, both behaviors returned to baseline levels. This study filled a gap in the literature by demonstrating the effectiveness of this intervention across a different age group (i.e. elementary students) than has previously been established and presents an additional class-wide intervention that could be effective for teachers of elementary-aged students. Although this study only included one classroom in its analysis, the results are promising such that future research should evaluate this intervention across multiple classrooms at different elementary grade levels.</p>

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Did You Hear That? Using Classroom Password to Target Academic Engagement in a Third Grade Classroom

  • 期刊论文

  • 发表日期：

    2025年11月12日

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  • Hallie M. Smith,
  • Ryleigh Sampey,
  • Kayla Bates-Brantley,
  • Carley Russell

摘要

The current study evaluated the effectiveness of the Classroom Password intervention on both academic engagement and disruptive behavior in a third-grade, general education classroom located in the Southeastern United States. The Classroom Password intervention was delivered from the authors through consultation with the teacher in the classroom. The study utilized a reversal design to evaluate the effects of the intervention. Results indicated that the intervention led to increased academic engagement and a slight decrease in disruptive behaviors and that when the intervention was removed, both behaviors returned to baseline levels. This study filled a gap in the literature by demonstrating the effectiveness of this intervention across a different age group (i.e. elementary students) than has previously been established and presents an additional class-wide intervention that could be effective for teachers of elementary-aged students. Although this study only included one classroom in its analysis, the results are promising such that future research should evaluate this intervention across multiple classrooms at different elementary grade levels.