Christopher H. Skinner, a professor and Coordinator of School Psychology Programs in the College of Education, Health, and Human Sciences, recently published a series of articles in the Journal of Evidence-Based Practice for Schools. These articles were coauthored with his graduate students, professional educators (e.g., teachers, administrators, and school psychologists) from the surrounding area, and his colleagues at UT and other universities.
These articles address the use of a color wheel to manage pupil behavior in the classroom. Much of this research is initiated by educators seeking assistance remedying their general or special education students’ academic and behavior problems.
The color wheel consists of a series of pie-shaped colors. The classroom instructor explains to the students what each color means. For instance, when red is indicated on the wheel, students must be in their desks looking at the teacher; when yellow is indicated they must raise their hand to speak, working on their lessons; and when green is indicated, the students are allowed to move around the room and talk with one another.
The publication series helped encourage and shape doctoral student researchers, improved practice in local schools, and integrated research into the practice of local teaching professionals. Additionally, Skinner and his students provided training in the use of color wheels at local workshops, in-services, and national/international conferences.
Selected Publications
Skinner, A. L., Pfaffman, J., Jaspers, K. E., & Skinner, C. H. (2008). Supplementing color wheel procedures with interdependent group-oriented rewards: Implementation guidelines. Journal of Evidence-Based Practices for Schools, 9: 47-56.
Below, J. L., Skinner, A. L., Skinner, C. H., Sorrell, C. A., & Irwin, A. (2008). Decreasing out-of-seat behavior in a kindergarten classroom: Supplementing the color wheel with interdependent group-oriented rewards. Journal of Evidence-Based Practices for Schools, 9: 33-46.
Saecker, L., Sager, K., Williams, J. L., Skinner, C. H., Spurgeon, S., & Luna, E. (2008). Decreasing teacher’s repeated directions and students’ inappropriate talking in an urban, fifth-grade classroom using the color wheel procedures. Journal of Evidence-Based Practices for Schools, 9: 18-32.
Hautau, B. L., Skinner, C. H., Pfaffman, J., Foster, S., Clark, J. C. (2008). Extending the external validity of the color wheel: Increasing on-task behavior in an urban, kindergarten classroom. Journal of Evidence-Based Practices for Schools, 9: 3-17.
Skinner, C. H., Scala, G., Dendas, D., & Lentz, F. E. (2007). The color wheel: Implementation guidelines. Journal of Evidence-Based Practices for Schools, 8: 134-140.
Choate, S. M., Skinner, C. H., Ferrington, J., Kohler, B., & Skolits, G. (2007). Extending the external validity of the color wheel procedures: Decreasing out-of-seat behavior in an intact, rural, 1st-grade classroom. Journal of Evidence-Based Practices for Schools, 8: 120-133.
Fudge, D. L., Reece, L., Skinner, C. H., & Cowden, D. (2007). Using multiple classroom rules, public cues, and consistent transition strategies to reduce inappropriate vocalization: An investigation of the color wheel. Journal of Evidence-Based Practices for Schools, 8: 102-119.
Skinner, C. H., & Skinner, A. L. (2007). Establishing an evidence base for a classroom management procedure with a series of studies: Evaluating the color wheel. Journal of Evidence-Based Practices for Schools, 8: 88-101.