Special Education ETDs

Publication Date

5-21-1971

Abstract

Statement of the Problem

The purpose of the investigation was to examine the effectiveness of a learning theory approach to group counseling with fifth grade "problem" students. The study was designed to determine whether group counseling using the Winning Game Approach would decrease disruptive classroom behavior.

Procedures

The subjects for the study consisted of eighteen fifth grade students. Twelve of the students were identified by their teachers as having the most difficulty adapting to the classroom setting. Six of the students were identified by their-teachers as having adjusted well to the classroom setting.

In the study there were three groups: Group I and Group II were the treatment groups; Group III was the control group. Each group consisted of six students. From the eighteen students identified for the study, three problem students and three well adjusted students were randomly assigned to Group I and to Group II. Six problem students were randomly assigned to Group III.

The children in Groups I and II met for group counseling sessions twice a week, one hour each time for four weeks. The group counseling technique, The Winning Game, is based on Dollard and Miller's tension reduction and reinforcement concepts. The procedure employs structured sociodrama with reinforcing contingencies built into the process.

The basic mechanism of the Winning Game technique is a script that is utilized by the counselor. The purpose of the script is to establish the goals and the topics for the session and delimit the development of the topics. Eight scripts, which were written by the investigator, were used in the study.

The outcome of the counseling treatment was studied through observation. A fourteen minute sample of behavior for each "problem" student (N=12) was obtained each day for one week immediately before the treatment and one week immediately after the treatment. Becker's behavioral observation categories were used to quantify the sample behaviors.

The basic data for the study consisted of the frequency of occurrence of classes of child behaviors. Pre and post treatment observational data were calculated and plotted for each of the three Groups as well as for each problem student.

The results derived from the observations were stated as comparisons. Comparisons were based on the number and percent of disruptive behaviors recorded before and after the experimental treatment. An important consideration was not only to compare the groups but also to examine individual change.

Results and Conclusions

An examination of the data shows that there was negligible change within experimental groups (I and II) and the control group (III) on post treatment measures of disruptive behaviors. The results suggest that the Winning Game approach neither seems to effect nor be accompanied by a decrease in disruptive· behavior as exhibited by selected problem students in the classroom and measured by Becker's Behavioral Observation Scale.

A more careful analysis, when combined with impressions gained during the course of the study, does suggest some possible explanation for the results. Explanations include: a) The lack of transfer of behavior from the counseling situation to the classroom due to a continuation of previous reinforcement patterns set by the teacher, b) The length and number of counseling sessions, and c) An apparent absence of the element of tension owing to the element of disguise and the composition and organization of the experimental groups.

Although the results were inconclusive, additional research on the Winning Game approach is encouraged by the investigator. To date, the potential of the technique has not been fully explored.

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

First Committee Member (Chair)

Louis Charles Bernardoni

Second Committee Member

Robert Micali

Third Committee Member

James Clark Moore

Fourth Committee Member

George Leonard Keppers

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