EFFECTS OF DIRECT INSTRUCTION, COOPERATIVE LEARNING, AND INDEPENDENT LEARNING PRACTICES ON THE CLASSROOM-BEHAVIOR OF STUDENTS WITH BEHAVIORAL-DISORDERS - A COMPARATIVE-ANALYSIS

The purpose of this study was to conduct a comparative analysis of the effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of students with behavior disorders. Results indicated that there were distinct d ifferences in the classroom behavior of the students during the direct instruction condition. In this condition, they displayed higher rates of on-task behavior and lower rates of disruptive behavior relative t o the cooperative learning and independent learning conditions. There appeared to be little or no differences between the classroom behavior of the students juring the cooperative learning condition and that du ring thr independent learning condition. The results suggest (a) that the instructional sequence underlying direct instruction practices red uces the disruptive behavior of students, and (b) that instructional p ractices may serve as an aversive stimuli in classrooms.