Behavioral Interventions

 Within the KASPIR lab, we investigate different interventions that can help with student behavior within the classroom. Below are some of the topics we are investigating, along with some of the most recent publications, presentations, and manuscripts in review.

Color Wheel System

The Color Wheel System (CWS) is a class-wide behavioral management system developed by educators that uses specific sets of rules to promote positive classroom behaviors. Three rule sets, unlike other common interventions with one rule set, are typically created that are specific to classroom activities such as independent seatwork, group instruction, and transitions in order to provide students with clear and explicit expectations. The three rule sets each contain four to five behavioral expectations that can be applied across various activities. Each rule set is assigned a color that is represented on a color wheel or some sort of visual aid, such as a stop light, and is positioned in a prominent area of the classroom to indicate which rule set is currently in place. Our research on the CWS has examined its use in self-contained classrooms and general education classrooms that include students with disabilities.

Aspiranti, K. B., *MacDonald, M. K., *Martinez, J. C., *Coleman, D. N., & *Zahrn, L. H. (in review, revise and resubmit). Implementing the color wheel system in an inclusive middle school setting. Manuscript submitted for review.

Aspiranti, K. B., & *Ebner, S. (2023). A synthesis of the effects of the Color Wheel System on classroom behaviors. Journal of Applied School Psychology, 39(4), 287-308. https://doi.org/10.1080/15377903.2023.2182858

Aspiranti, K. B. (2022). Implementation of the Color Wheel System in inclusion classrooms to increase on-task behavior. Behavior Modification, 46(4), 706-731.  https://doi.org/10.1177/0145445520988139

 Aspiranti, K. B., *Bebech, A, *Ruffo, B., & Skinner, C. H. (2019). Classroom management in self-contained classrooms for children with autism: Extending research on the Color Wheel System. Behavioral Analysis in Practice, 12(1), 143-153. https://doi.org/10.1007/s40617-018-0264-6

Aspiranti, K. B., *Bebech, A., & *Osiniak, K. (2018). Incorporating a class-wide behavioral system to decrease disruptive behaviors in the inclusive classroom. Journal of Catholic Education, 21(2), 205-214. http://dx.doi.org/10.15365/joce.2102102018

Other Behavioral Interventions

We have several other projects that are focused on specific behavioral interventions. We have been investigating the use of sensory devices such as fidget spinners to increase on-task behavior. We are examining the use of behavioral interventions in specific settings, such as alternative schools, and are exploring the use of mindfulness and active seating arrangements to decrease disruptive problems. Many of these projects are currently either in progress.

*Schoenen, E. C., *Martinez, J. C., *Grekov, P., Aspiranti, K. B, & Hulac, D. M. (in review, revise and resubmit). Using fidget devices as interventions in the schools: A meta-analysis of single case design studies. Manuscript submitted for review.

Aspiranti, K. B., Michaliszyn, S. F., Dula, M. E., *Tischner, C., & Fedewa, A. L. (2023). An active classroom intervention to improve physical activity, on-task behavior, and academic achievement outcomes for students with disabilities. Psychology in the Schools, 60(11), 4545-4562. http://doi.org/10.1002/pits.23000

*Elhusseini, S. A., *Tischner, C. M., Aspiranti, K. B., & Fedewa, A. L. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17, 1117-1139. https://doi.org/10.1007/s11409-022-09311-0

*Glavan, J., Larwin, K. H., & Aspiranti, K. B. (2022). At risk and silent: Giving voice to students participating in an alternative school-in-school program. Journal of Unschooling and Alternative Learning, 16(32), 31-58.

Fedewa, A. L., Yun, S., & Aspiranti, K. B. (2022). Mindfulness in elementary school teachers: Effects on teacher stress, mental health, and mindfulness in the classroom. International Journal of School Health, 9(2), 73-82. https://doi.org/10.30476/intjsh.2022.92252.1169

Aspiranti, K. B., Mayworm, A., & Gatke, D. (2021). A meta-analysis of behavioral interventions in alternative school settings. Psychology in the Schools, 58(12), 2273-2292. https://doi.org/10.1002/pits.22591

Aspiranti, K. B., & Hulac, D. M. (2021). Using fidget spinners to improve on-task classroom behavior for students with ADHD. Behavioral Analysis in Practice, 15(2), 454-465. https://doi.org/10.1007/s40617-021-00588-2