Obtaining normative data on the classroom behavior of average achieving elementary school children

The purpose of this research study was to obtain local classroom behavior norms of average achieving elementary school children using a standard observation system in one instructional setting, independent seatwork. The establishment of classroom behavior norms of average achieving children provides useful information about typical patterns of behavior within a specific instructional context. The information also allows an examination of gender and grade level differences for commonly occurring classroom behaviors. Four hundred and eighty-six first through fifth graders from ten different schools were observed using the State-Event Classroom Observation System (SECOS). The sample included 105 first graders, 127 second graders, 93 third graders, 75 fourth graders, and 86 fifth graders. The subjects were selected by having the teachers nominate students who were achieving on grade level and were not considered to be behavior problems in the classroom. Each student was observed one time for 15-20 consecutive minutes during independent seatwork in the morning. Observers were 23 undergraduate and graduate students at the University of Tennessee, Knoxville who received a minimum total of twenty hours of actual training each. A descriptive analysis was performed producing means and standard deviations and medians for the behaviors by grade level and gender. Multivariate analyses of variance (MANOVA) followed by univariate analyses of variance (ANOVA) and Tukey post tests showed no significant gender differences among the SECOS behaviors. Significant grade level differences were found among some behaviors, especially for first graders. For example, results revealed that first graders spent significantly less (p < .05) time engaged in schoolwork and significantly more (p < .05) time looking around than children in the higher grade levels. Secondary analyses examined significant differences in the SECOS behaviors across and within grade levels during different seating arrangements (rows, tables, and sides). A correlation analysis examined the SECOS behaviors and their relationships to achievement test scores and teacher variables. Normative tables were designed to present T scores and percentiles for each SECOS behavior at each grade level. Behavioral profiles were constructed for each grade level, and comparisons were made between resource students and those from the normative sample.