| Sumario: | Approximately three to four students in an average classroom engage in disruptive behaviors that interfere with normal academic and social development. School social work interventions to prevent and reduce challenging behaviors in the classroom can be used to improve behavior and academic success; however, there is a lack of research on classroom-based interventions social workers can deliver. The current study used a single-subject multiple-baseline across-classrooms design to examine the effects of behavior skills training (BST) paired with observational learning of students' engagement in and responses to disruptive behavior in the classroom setting. Six students (ages eight through 18) with emotional and behavioral disorders were randomly selected as models (n = 2) or observers (n = 4). During training, each model was trained to ignore, walk away, or engage in a calming strategy when peers engaged in disruption, while observers watched. Using a concurrent multiple-baseline across-classrooms design, student engagement in disruptive behavior and response to peers' disruptive behavior were observed before and after BST across classrooms. All students demonstrated an increase in appropriately responding to disruptive behavior following BST, and instances of disruptive behavior decreased.
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