The effects of the use of PEGS! on teacher classroom behavior management
Kelley, Kathy D
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This study explored the impact of the Practice in Effective Guidance Strategies! (PEGS!) CD-ROM on behavior management with 6 kindergarten teachers who volunteered to participate in the training. Descriptive and inferential statistics were utilized to assess the role of PEGS! relative to teacher behaviors and classroom behavior management interventions, student and teacher attendance, student office referrals, and student achievement. A post hoc study was conducted with 2 beginning teachers on the above variables with the exception of student achievement. Results indicated that with experienced kindergarten teachers, PEGS! had little effect at the .0l level. However, significance was found for PEGS! participants' self- perception of use of the reprimand strategy (significant at the .05 level) and for the mean number students participating in acceptable ways (at the .01 level). Post hoc findings indicated that the PEGS! participant improved appropriate class participation while the nonparticipant did not. Several recommendations were provided to more effectively implement the PEGS! program.