Evaluation of the Boy's Town Motivation System in a US School Setting

Abstract

A comprehensive classroom behavior management program, the Boy's Town System (BTS), was evaluated in a US school setting. The BTS was used in four programs for emotionally/behaviorally disturbed (EBD) students. Two other EBD programs served as control groups. Academic performance was measured using the Three R's Achievement Test and curriculum based assessment. Teacher ratings of student behavior were gathered using the Conners Rating Scale and the Social Skills Scale. Independent observers collected data regarding on-task behavior. In addition, consumer satisfaction information was gathered. The results indicated that there were significant post-treatment differences between groups in on-task behavior. In addition, consumer satisfaction data indicated that teachers were generally satisfied with the use of the BTS. No differences, however, were found in academic performance or teacher ratings of student behavior. These results provide some initial empirical support for the use of the BTS.

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