Evaluating the effects of the color wheel system on a teacher's repeated directions.

Students are less likely to hear and understand teacher-delivered directions or instructions when they are attending to other activities (e.g., a classmate, a previously assigned task). A classroom management system known as the Color Wheel System includes rules and transition procedures designed to increase the probability that students stop their current activities and attend to teachers as they deliver directions or instructions for the next activity. A withdrawal design was used to evaluate the effects of the Color Wheel System on a teacher's repeated directions in a first-grade general-education classroom. Results showed large and immediate decreases in teacher repeated directions both times the Color Wheel System was applied and an immediate increase when it was withdrawn. Discussion focuses on limitations and directions for future longitudinal research evaluating the effects of the Color Wheel System on uninterrupted teaching and learning time, classroom climates, student-teacher relationships, and compliance. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms.

Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided.

Development and validation of an assessment of adult educators' reading instructional knowledge.

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.