Publication Date


Advisor(s) - Committee Chair

Harry Robe, Betsy Howton, Lynn Clark


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Degree Program

Department of Psychology

Degree Type

Master of Arts


Pre- and posttest scores for five sets of variables were compared to determine the differences between a training method which includes the theory and basic concepts underlying the Reality Therapy behavior management strategy and training in the behavior management strategy alone. The five sets of variables include teachers' perceptions of student classroom behavior as assessed by the Walker Problem Behavior Identification Checklist; teachers' perceptions of student social conformity, competency, and sociability as assessed by the three scales of the Teacher Questionnaire; and students' perceptions of classroom environment as assessed by the Student Questionnaire. The subjects were four second and fourth grade teachers and their respective classes from four public-rural elementary schools in Central Kentucky. Classes were assigned to a Full Treatment or Partial Treatment group on the basis of grade, one second and one fourth grade in each group. The teachers of both groups participated in training programs prior to the implementation of the eight week study. Although the results of the study indicated movement in the predicted direction for four of the five sets of variables (behavior, competency, sociability, and students' perception of classroom environment), the overall findings failed to reveal statistically significant differences between the two methods of training teachers in the Reality Therapy behavior management strategy. A general program effect, however, was noted on students’ perceptions of classroom environment.


Applied Behavior Analysis | Comparative Psychology | Psychology | Social and Behavioral Sciences