The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.

PubMed

Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

2016-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.

Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade.

PubMed

Claessens, Amy; Dowsett, Chantelle

2014-12-01

Despite widespread interest in children's adjustment problems, existing research does not provide conclusive evidence regarding the direction of the associations of achievement with classroom attention problems and disruptive behavior over the course of elementary school. Using a nationally representative sample of 16,260 kindergarteners, this study examined the temporal sequence of achievement, classroom attention problems, and disruptive behavior, focusing on how changes in skills and problems unfold across key periods between kindergarten and fifth grade. Results indicate that improvements in attention during the earliest years of schooling predict achievement gains through third grade. However, changes in disruptive behavior do not predict subsequent changes in achievement. Evidence linking changes in achievement to changes in classroom attention problems and disruptive behavior was less consistent. These findings point to the need to develop and examine early interventions that can improve attention skills as a mechanism for improving children's academic trajectories in elementary school. © The Author(s) 2014.

Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior

ERIC Educational Resources Information Center

Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.

2011-01-01

Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…

Is My Teaching Disturbing You? Strategies for Addressing Disruptive Behaviors in the College Classroom

ERIC Educational Resources Information Center

Murphy, Kelle

2010-01-01

Faculty in higher education are experiencing a new generation of college students referred to as Generation X (Gen-Xers) and Millennials. The characteristics and behaviors of Gen-Xers and Millennials have created a more challenging classroom learning environment. Some educators may choose to ignore disruptive behaviors or may simply not know which…

A Case Study on Positive and Relational Discipline Techniques

ERIC Educational Resources Information Center

Nuoffer, Marcelle D.

2011-01-01

Many classrooms experience minor disruptions that tend to diminish teaching opportunities for educators. Teachers often impose punitive discipline approaches and consequences in response to classroom disruptions. Using punitive discipline approaches and consequences do not teach students how to change negative behaviors to positive behaviors. The…

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

PubMed Central

Gaastra, Geraldina F.; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

2016-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes. PMID:26886218

A Professional Code of Ethics and Progress Report: One University's Approach to Addressing Disruptive Behaviors in the Classroom

ERIC Educational Resources Information Center

Murphy, Kelle L.

2007-01-01

Educators in all disciplines are increasingly concerned about the disruptive behaviors often displayed by students in the college classroom. In order for physical education teacher education (PETE) candidates to learn effectively and become good educators, such behaviors must be addressed and modified. To do so, educators must first understand the…

Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

The Impact of the Good Behavior Game, a Universal Classroom-Based Preventive Intervention in First and Second Grades, on High-Risk Sexual Behaviors and Drug Abuse and Dependence Disorders into Young Adulthood

PubMed Central

Wang, Wei; Mackenzie, Amelia C. L.; Brown, C. Hendricks; Ompad, Danielle C.; Or, Flora; Ialongo, Nicholas S.; Poduska, Jeanne M.; Windham, Amy

2013-01-01

The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first-and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19–21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors. PMID:23070695

The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood.

PubMed

Kellam, Sheppard G; Wang, Wei; Mackenzie, Amelia C L; Brown, C Hendricks; Ompad, Danielle C; Or, Flora; Ialongo, Nicholas S; Poduska, Jeanne M; Windham, Amy

2014-02-01

The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19-21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors.

Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Guardino, Caroline; Antia, Shirind D.

2012-01-01

The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment…

Is It Incivility or Mental Illness? Understanding and Coping with Disruptive Student Behavior in the College Classroom

ERIC Educational Resources Information Center

McNaughton-Cassill, Mary E.

2013-01-01

Rising rates of incivility in the college classroom can generate stress for both faculty and students. However, incivility can take multiple forms, have different causes and require different management techniques. In some cases disruptive behavior is the result of student faculty interactions, and can be ameliorated by improved communication or…

Testing the Efficacy of "INSIGHTS" on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

ERIC Educational Resources Information Center

McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

2010-01-01

A prevention trial tested the efficacy of "INSIGHTS into Children's Temperament" as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers…

Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program

ERIC Educational Resources Information Center

Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wang, Ze; Newcomer, Lori; King, Kathleen

2014-01-01

Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…

Utilization of Superheroes Social Skills to Reduce Disruptive and Aggressive Behavior

ERIC Educational Resources Information Center

O'Handley, Roderick D.; Radley, Keith C.; Cavell, Hannah J.

2016-01-01

The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were…

Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

PubMed Central

Day, Stephanie; Connor, Carol; McClelland, Megan

2015-01-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors

ERIC Educational Resources Information Center

Shumate, Emily D.; Wills, Howard P.

2010-01-01

Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical…

Implementation of Positive Behavior Intervention and Supports in Louisiana

ERIC Educational Resources Information Center

Hill, Juanita Mathis

2013-01-01

Many teachers have expressed their concern about continuous classroom disruption. Time taken to correct undesired behaviors is reducing the number of instructional minutes in the classroom on a daily basis. Instead of relying solely on classroom rules, the teacher who wishes to implement Positive Behavior Intervention and Supports should use and…

The Multifaceted Impact of Peer Relations on Aggressive-Disruptive Behavior in Early Elementary School

ERIC Educational Resources Information Center

Powers, Christopher J.; Bierman, Karen L.

2013-01-01

Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior.…

Evaluation of the Class Pass Intervention for Typically Developing Students with Hypothesized Escape-Motivated Disruptive Classroom Behavior

ERIC Educational Resources Information Center

Cook, Clayton R.; Collins, Tai; Dart, Evan; Vance, Michael J.; McIntosh, Kent; Grady, Erin A.; DeCano, Policarpio

2014-01-01

The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape-motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for…

Resistance to Disruption in a Classroom Setting

ERIC Educational Resources Information Center

Parry-Cruwys, Diana E.; Neal, Carrie M.; Ahearn, William H.; Wheeler, Emily E.; Premchander, Raseeka; Loeb, Melissa B.; Dube, William V.

2011-01-01

Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple…

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

PubMed Central

Sun, Rachel C. F.; Shek, Daniel T. L.

2012-01-01

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers. PMID:22919297

Self-evaluation by adolescents in a psychiatric hospital school token program1

PubMed Central

Santogrossi, David A.; O'Leary, K. Daniel; Romanczyk, Raymond G.; Kaufman, Kenneth F.

1973-01-01

Nine adolescent boys with a history of high rates of disruptive classroom behavior were selected from a psychiatric hospital school and placed in a remedial reading class after school in which various factors in a token reinforcement program involving self-evaluation were investigated. The effects of self-evaluation, in the form of a rating the students gave themselves about the appropriateness of their classroom behavior, were first assessed. While the students' ratings of their own behavior correlated highly with the teacher's ratings and evaluations made by independent observers, the self-evaluations did not lead to a reduction in disruptive behavior. A token reinforcement program, in which the teacher rated the students' level of appropriate behavior and in which the students traded earned rating points for prizes, clearly led to a reduction of disruptive behavior. When the students were given the opportunity to evaluate their own behavior and to receive rewards in exchange for the evaluation, they returned to their former rates of disruptive behavior. PMID:16795409

Multimethod psychoeducational intervention for preschool children with disruptive behavior: two-year post-treatment follow-up.

PubMed

Shelton, T L; Barkley, R A; Crosswait, C; Moorehouse, M; Fletcher, K; Barrett, S; Jenkins, L; Metevia, L

2000-06-01

This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment.

Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

PubMed

Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

2015-10-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

Classroom Disruption in English Comprehensive Schools.

ERIC Educational Resources Information Center

Dierenfield, Richard B.

A comparative study was made of disruptive behavior in British comprehensive schools and American high schools. A survey was conducted in 41 British schools to obtain the opinions of teachers and administrators on severe discipline problems, causes of disruptive behavior, and possible solutions. There was general agreement that classroom…

Mystery Motivator: A Tier 1 Classroom Behavioral Intervention

ERIC Educational Resources Information Center

Kowalewicz, Eva A.; Coffee, Gina

2014-01-01

This study is an examination of the effectiveness of the Mystery Motivator--an interdependent group contingency, variable-ratio, classwide intervention--as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing…

Behavioral Contracts in the Martial Arts Classroom.

ERIC Educational Resources Information Center

Corder, Gregory W.

This paper discusses the use of behavior contracts for students with behavior problems in martial arts classrooms. Highlighted is the experience of one marital arts teacher with a preteen student who constantly disrupts the class. The behavior contract let the student continue participating while outlining specific expectations for him, his…

A CIT Investigation of Disruptive Student Behaviors: The Students' Perspective

ERIC Educational Resources Information Center

Hoffman, K. Douglas; Lee, Seung Hwan

2014-01-01

This research focuses on gaining a better understanding of how students negatively impact other students' classroom experience. More specifically, this research develops a typology of disruptive student behavior, including frequency of occurrence and the perceived magnitude of the disruption from a student perspective. Students also provide…

The Delaware Function Rater: A Method of Quantifying Classroom Behavior.

ERIC Educational Resources Information Center

Gaynor, John F.; Gaynor, Mary F.

Developed was a student behavior rating system for use by teachers in identifying and assessing behavior problems and as an aid in classroom management. A time coding instrument was used, with behavior expressed as relative frequencies of a hierarchy of four mutually exclusive, exhaustive categories of behavior--relevent, unproductive, disruptive,…

Using Stimulant Drugs in the Classroom.

ERIC Educational Resources Information Center

Barkley, Russell A.

1979-01-01

Research is reviewed on the effects of stimulant drugs on the classroom behavior and academic achievement of hyperactive children. Results indicate that stimulant drugs do not appreciably improve academic achievement, but are effective in improving attention span, on-task behavior, activity level, and disruptive behavior. (Author/MH)

Teacher and TA Ratings of Preschoolers' Externalizing Behavior: Agreement and Associations with Observed Classroom Behavior

ERIC Educational Resources Information Center

Wolcott, Catherine Sanger; Williford, Amanda P.

2015-01-01

The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the…

The Role of Friends' Disruptive Behavior in the Development of Children's Tobacco Experimentation: Results from a Preventive Intervention Study

ERIC Educational Resources Information Center

van Lier, Pol A. C.; Huizink, Anja; Vuijk, Patricia

2011-01-01

Having friends who engage in disruptive behavior in childhood may be a risk factor for childhood tobacco experimentation. This study tested the role of friends' disruptive behavior as a mediator of the effects of a classroom based intervention on children's tobacco experimentation. 433 Children (52% males) were randomly assigned to the Good…

The Caterpillar Game: A SW-PBIS Aligned Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Jacoby, Amber L.

2017-01-01

The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool,…

Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility

ERIC Educational Resources Information Center

Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D.

2017-01-01

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…

A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students

ERIC Educational Resources Information Center

Thompson, Aaron M.

2014-01-01

Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster…

The Use of Group Contingencies for Preventing and Managing Disruptive Behaviors

ERIC Educational Resources Information Center

Hulac, David M.; Benson, Nicholas

2010-01-01

Disruptive behaviors requiring intervention occur across multiple school systems, including individual students and classrooms. Such behaviors, including talking aloud in class, getting out of one's seat, or more serious behaviors, can be frustrating for other students as well as teachers, who are trying to help students meet ever-increasing…

Classroom Instructional Ecology and School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Algozzine, Kate; Algozzine, Bob

2007-01-01

Addressing increasing levels of disruptive behavior and improving discipline is a national matter. The challenge is intensified by teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Removing children with…

The implications of different developmental patterns of disruptive behavior problems for school adjustment

PubMed Central

STORMSHAK, ELIZABETH A.; BIERMAN, KAREN L.

2009-01-01

Based upon developmental models of disruptive behavior problems, this study examined the hypothesis that the nature of a child’s externalizing problems at home may be important in predicting the probability of and nature of school adjustment problems at school entry. Parent ratings were collected for a sample of 631 behaviorally disruptive children using the Child Behavior Checklist. Confirmatory factor analyses revealed differentiated ratings of oppositional, aggressive, and hyperactive/inattentive behaviors at home. Teacher and peer nominations assessed school adjustment at the end of first grade. As expected from a developmental perspective, aggressive behaviors indicated more severe dysfunction and were more likely to generalize to the school setting than were oppositional behaviors. Hyperactive/inattentive behaviors at home led to more classroom disruption than did aggressive or oppositional behaviors. Co-occurring patterns of oppositional/aggressive and hyperactive/inattentive behaviors were more common than were single-problem patterns, and were associated with broad dysfunction in the social and classroom contexts. The results were interpreted within a developmental framework, in which oppositional, aggressive, and hyperactive/inattentive behaviors may reflect distinct (as well as shared) developmental processes that have implications for the home-to-school generalization of behavior problems and subsequent school adjustment. PMID:9741677

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

ERIC Educational Resources Information Center

Dufrene, Brad A.; Parker, Kizzy; Menousek, Kathryn; Zhou, Qi; Harpole, Lauren Lestremau; Olmi, D. Joe

2012-01-01

Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based…

Disruptive behaviors in the classroom: initial standardization data on a new teacher rating scale.

PubMed

Burns, G L; Owen, S M

1990-10-01

This study presents initial standardization data on the Sutter-Eyberg Student Behavior Inventory (SESBI), a teacher-completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kingergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item-total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.

Developmental Epidemiological Courses Leading to Antisocial Personality Disorder and Violent and Criminal Behavior: Effects by Young Adulthood of a Universal Preventive Intervention in First- and Second-Grade Classrooms

PubMed Central

Kellam, Sheppard G.; Brown, C. Hendricks; Muthén, Bengt O.; Ialongo, Nicholas S.; Poduska, Jeanne M.

2009-01-01

Background Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985–1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first grade through middle school the developmental trajectories of 2,311 students from 19 Baltimore City Public Schools were examined. This article reports the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19–21 among the selected 768 students. Methods In five urban poor to lower-middle class predominately African American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: 1) the GBG, 2) a program directed at reading achievement, or 3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19–21 included self reports and juvenile court and adult incarceration records. Intervention impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, there was significant reduction in rates of ASPD and violent and criminal behavior among GBG males in the high aggressive, disruptive trajectory. Replication A replication was implemented with the next cohort of first-grade children using the same teachers during the following school year, but with diminished mentoring and monitoring of teachers. The results showed generally non-significant effects in the same direction. PMID:18243581

Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

PubMed

Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

2015-07-01

Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

The Good Behavior Game for Latino English Language Learners in a Small-Group Setting

ERIC Educational Resources Information Center

Ortiz, Jennifer; Bray, Melissa A.; Bilias-Lolis, Evelyn; Kehle, Thomas J.

2017-01-01

The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique…

Identifying Effective Behavior Management in the Early Childhood Classroom

ERIC Educational Resources Information Center

Victor, Kelly Rae

2005-01-01

Every educator has a dream to maintain a classroom free from disruptions; one in which each child is being molded, shaped, and corrected in a loving and caring environment that inspires appropriate behavior. The purpose of this research project was to determine how to create an effective behavior management plan and effectively teach classroom…

An Evaluation of the Good Behavior Game in Kindergarten Classrooms

ERIC Educational Resources Information Center

Donaldson, Jeanne M.; Vollmer, Timothy R.; Krous, Tangala; Downs, Susan; Berard, Kerri P.

2011-01-01

The good behavior game (GBG) is a classwide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. Five kindergarten teachers and classrooms participated in this evaluation of the GBG. Disruptive behavior markedly decreased in all five classrooms…

Change in the Classroom Deportment of Children Following Change From Daylight Saving Time.

ERIC Educational Resources Information Center

Hicks, Robert A.; And Others

1980-01-01

The deportment of each student in a third-grade classroom was rated by the teacher before and after the fall change from daylight savings time, to see if this disruption in circadian rhythms alters behavior. The deportment of boys improved significantly while the deportment of girls was significantly disrupted. (Author/SJL)

School discipline and disruptive classroom behavior: the moderating effects of student perceptions.

PubMed

Way, Sandra M

2011-01-01

This study examines the relationship between school discipline and student classroom behavior. A traditional deterrence framework predicts that more severe discipline will reduce misbehavior. In contrast, normative perspectives suggest that compliance depends upon commitment to rules and authority, including perceptions of fairness and legitimacy. Using school and individual-level data from the National Education Longitudinal Study of 1988 and multilevel regression modeling, the author finds support for the normative perspective. Students who perceive school authority as legitimate and teacher–student relations as positive are rated as less disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated by positive teacher–student relations. Contrary to the deterrence framework, more school rules and higher perceived strictness predicts more, not less, disruptive behavior. In addition, a significant interaction effect suggests that attending schools with more severe punishments may have the unintended consequence of generating defiance among certain youth.

Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial

ERIC Educational Resources Information Center

Kurki, Anja; Wang, Wei; Li, Yibing; Poduska, Jeanne

2013-01-01

The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007,…

The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

ERIC Educational Resources Information Center

Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

2012-01-01

The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

Changes in Adult Behavior to Decrease Disruption from Students in Nonclassroom Settings

ERIC Educational Resources Information Center

Bohanon, Hank

2015-01-01

Decreasing classroom disruptions that result from hallway-related behavior in high school settings can be very challenging for high school staff. This article presents a case example of preventing problem behavior related to hallway settings in a high school with over 1,200 students. The interventions are described, and the results of the plan are…

Predicting and Curbing Classroom Incivility in Higher Education

ERIC Educational Resources Information Center

Nordstrom, Cynthia R.; Bartels, Lynn K.; Bucy, Jayne

2009-01-01

This research examines predictors of uncivil classroom behavior. Uncivil behaviors are disrespectful and disruptive and may include carrying on conversations with others during class, leaving class early, talking on cell phones, etc. Data from a survey of undergraduate students revealed that students who possessed a consumerism orientation,…

Use of a Daily Report Card in an Intervention Package Involving Home-School Communication to Reduce Disruptive Behavior in Preschoolers

ERIC Educational Resources Information Center

LeBel, Teresa J.; Chafouleas, Sandra M.; Britner, Preston A.; Simonsen, Brandi

2013-01-01

The effectiveness of a daily report card in an intervention package involving home-school communication to decrease disruptive behavior in preschoolers was investigated. A sample of four preschool-aged children in two classrooms served as participants. Teachers rated behavior three times daily for each participant using a daily report card.…

Reducing Disruptive Behavior in an Urban School Cafeteria: An Extension of the Good Behavior Game

ERIC Educational Resources Information Center

McCurdy, Barry L.; Lannie, Amanda L.; Barnabas, Ernesto

2009-01-01

Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K-6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom…

Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

ERIC Educational Resources Information Center

Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

2016-01-01

Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

PubMed

McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

2010-03-01

A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

A Web-Based Resource for Addressing Attention Deficit/Hyperactivity Disorder in Elementary General Education Classrooms

ERIC Educational Resources Information Center

Asadoorian, Talin

2012-01-01

Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent condition effecting students in the general education classroom. Six of the most common behavioral disruptions by ADHD students have been identified, including distractibility, out of seat behaviors, vocalization, inattention, incomplete work and defiance. Teachers of these students…

Strategies to Increase Behavior-Specific Teacher Praise in an Inclusive Environment

ERIC Educational Resources Information Center

Musti-Rao, Shobana; Haydon, Todd

2011-01-01

Managing students' disruptive behavior in the classroom can be a time-consuming task and greatly reduces the amount of time teachers spend on instruction. Although there are several research-validated classroom management strategies, teachers are more likely to adopt strategies that are less time-consuming than strategies that take more time or…

Faculty-Preferred Strategies to Promote a Positive Classroom Environment

ERIC Educational Resources Information Center

Black, Laurel Johnson; Wygonik, Mindy L.; Frey, Barbara A.

2011-01-01

The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in…

Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior

PubMed Central

O’Brennan, Lindsey M.; Bradshaw, Catherine P.; Furlong, Michael J.

2014-01-01

Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students’ behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior. PMID:25346779

Family Environment and School Behavioral Problems.

ERIC Educational Resources Information Center

Volenski, Leonard T.; Rockwood, Paul

Helping disruptive students successfully complete high school and learn how to develop self-control is a challenge for the school, parents, and society. Some of the specific family characteristics associated with disruptive behavior in the classroom and school are examined here. Parents of 105 adolescent males, who ranged in age from 15 to 17,…

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

PubMed

Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

2015-04-01

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The effects of family, school, and classroom ecologies on changes in children's social competence and emotional and behavioral problems in first grade.

PubMed

Hoglund, Wendy L; Leadbeater, Bonnie J

2004-07-01

This study tested the independent and interactive influences of classroom (concentrations of peer prosocial behaviors and victimization), family (household moves, mothers' education), and school (proportion of students receiving income assistance) ecologies on changes in children's social competence (e.g., interpersonal skills, leadership abilities), emotional problems (e.g., anxious, withdrawn behaviors), and behavioral problems (e.g., disruptiveness, aggressiveness) in first grade. Higher classroom concentrations of prosocial behaviors and victimization predicted increases in social competence, and greater school disadvantage predicted decreases. Multiple household moves and greater school disadvantage predicted increases in behavioral problems. Multiple household moves and low levels of mothers' education predicted increases in emotional problems for children in classrooms with few prosocial behaviors. Greater school disadvantage predicted increases in emotional problems for children in classrooms with low prosocial behaviors and high victimization. Policy implications of these findings are considered. Copyright 2004 APA, all rights reserved

Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities.

PubMed

Kim, Mi-Seon; Blair, Kwang-Sun Cho; Lim, Kyoung-Won

2014-09-01

The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Relationship between Differentiated Instruction and Student Behavior in Georgia Middle School and High School Classrooms

ERIC Educational Resources Information Center

Schuessler, Wesely

2017-01-01

The purpose of this study was to investigate the relationship between levels of implementation of Tomlinson's (2015) differentiated instruction and students' disruptive classroom behaviors. This is an area of research that has not been previously explored. Tomlinson's differentiated instruction is a process of teaching in which each student's…

THE TREATMENT OF DISRUPTIVE CLASSROOM BEHAVIOR PROBLEMS BY EMPLOYMENT OF A PARTIAL-MILIEU CONSISTENCY PROGRAM. FINAL REPORT.

ERIC Educational Resources Information Center

COLLINS, RONALD C.

THIS STUDY ATTEMPTED TO DEVELOP AND EVALUATE A TREATMENT PROCEDURE DESIGNED TO REDUCE THE INCIDENCE OF MALADAPTIVE BEHAVIORS IN PUBLIC SCHOOL CLASSROOMS. THE TREATMENT PROCEDURE ATTEMPTED TO PROVIDE ENVIRONMENTAL CONSISTENCY IN THE CHILD'S ENVIRONMENT. IT WAS HYPOTHESIZED THAT GIVEN A PROGRAM OF HOME-SCHOOL CONSISTENCY, UNYIELDING FOR COMPLIANCE…

Management of Disruptive and Off-Task Behaviors: Selected Resources. Bibliographies.

ERIC Educational Resources Information Center

Goss, Sandra Schweighart; Ingersoll, Gary M.

In this collection of annotated references on the subject of classroom management, preference was given to primary research studies or articles about such research, and, with the exception of a few fundamental articles, is limited to studies published in the last decade. Classroom management is defined as the maintenance of on-task behavior or the…

Two Year Study of the Effect of Group Therapy on Teacher Perceived Classroom Behavior of Hyperactive Children.

ERIC Educational Resources Information Center

Blau, Harold; And Others

A 2-year study was done on the effect of group therapy on the teacher-perceived classroom behavior of 82 hyperactive minority boys (ages 10-16 years) in a day school for disruptive children. By the end of the study, there were a minimum of four behaviors which indicated that the group therapy was accomplishing a statistically significant change in…

Humor as Safe House in the Foreign Language Classroom

ERIC Educational Resources Information Center

Pomerantz, Anne; Bell, Nancy D.

2011-01-01

Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader…

The Disruptive or ADHD Child: What to Do when Kids Won't Sit Still and Be Quiet

ERIC Educational Resources Information Center

Cook, Mary N.

2005-01-01

Successful intervention for severely disruptive children is likely to require effort and collaboration among pediatric mental health specialists, parents, and school staff. Children with severe disruptive behavior disorders usually require follow-up with credentialed pediatric mental health specialists and may need special classrooms, schools, or…

The Color of Misbehaving: Two Case Studies of Deviant Boys in a Magnet School.

ERIC Educational Resources Information Center

Emihovich, Catherine A.

Case studies of a black boy and a white boy from a kindergarten class in a desegregated school examined the effects of teacher attitudes on students' conformity to classroom behavior norms. Both boys had been referred to the school psychologist by their teacher because of their disruptive classroom behavior. Information collected on the two boys…

Students' Perceptions of Relatedness in the Classroom: The Roles of Emotionally Supportive Teacher-Child Interactions, Children's Aggressive-Disruptive Behaviors, and Peer Social Preference

ERIC Educational Resources Information Center

Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

2014-01-01

This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…

The Influence of Classroom Aggression and Classroom Climate on Aggressive-Disruptive Behavior

PubMed Central

Thomas, Duane E.; Bierman, Karen L.; Powers, CJ

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5–8) this study examined the impact of two important features of the classroom context–aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. PMID:21434887

Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools.

PubMed

Tyler, Patrick M; White, Stuart F; Thompson, Ronald W; Blair, R J R

2018-02-12

A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.

A Token Economy Made Easy through ClassDojo

ERIC Educational Resources Information Center

Robacker, Cassie M.; Rivera, Christopher J.; Warren, Sandra H.

2016-01-01

Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…

Impact of the Good Behavior Game, a Universal Classroom–Based Behavior Intervention, on Young Adult Service Use for Problems with Emotions, Behavior, or Drugs or Alcohol

PubMed Central

Poduska, Jeanne; Kellam, Sheppard; Wang, Wei; Brown, C. Hendricks; Ialongo, Nicholas; Toyinbo, Peter

2009-01-01

Background The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools in two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood. Methods Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: 1) GBG, 2) an intervention aimed at academic achievement, or 3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions. Results This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms. Replication The design employed two cohorts of students. Although both first- and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts. PMID:18249508

Student Incivility in Radiography Education.

PubMed

Clark, Kevin R

2017-07-01

To examine student incivility in radiography classrooms by exploring the prevalence of uncivil behaviors along with the classroom management strategies educators use to manage and prevent classroom disruptions. A survey was designed to collect data on the severity and frequency of uncivil student behaviors, classroom management strategies used to address minor and major behavioral issues, and techniques to prevent student incivility. The participants were educators in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology. Findings indicated that severe uncivil student behaviors in radiography classrooms do not occur as often as behaviors classified as less severe. Radiography educators in this study used a variety of strategies and techniques to manage and prevent student incivility; however, radiography educators who received formal training in classroom management reported fewer incidents of student incivility than those who had not received formal training. The participants in this study took a proactive approach to addressing severe behavioral issues in the classroom. Many radiography educators transition from the clinical environment to the classroom setting with little to no formal training in classroom management. Radiography educators are encouraged to attend formal training sessions to learn how to manage the higher education classroom effectively. Student incivility is present in radiography classrooms. This study provides a foundation for future research on incivility. ©2017 American Society of Radiologic Technologists.

Differences between immigrant and national students in motivational variables and classroom-motivational-climate perception.

PubMed

Alonso-Tapia, Jesús; Simón, Carmen

2012-03-01

The objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students -242 Spanish and 243 Immigrants- completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior. Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and differences in the motivational value attributed by IM and SP to each specific teaching pattern that configure the CMC. IM lower self-esteem could explain these results, whose implications for teaching and research are discussed.

Improving Behavior with Preschool Consultation: A Pilot Study of the TOTS Model

ERIC Educational Resources Information Center

McGoey, Kara E.; Rispoli, Kristin; Schneider, Dana L.; Clark, Barbara; Portz Novak, Kandi J.

2013-01-01

Preschool children may exhibit a range of problematic behaviors that may impede development and disrupt classroom functioning. As a result, preschool children are often expelled from programs when behavioral issues cannot be adequately addressed. Preschool behavioral consultation serves as a promising alternative to expulsion, as consultants can…

Rooting Out Aberrant Behavior in Training.

ERIC Educational Resources Information Center

Kokalis, Jerry, Jr.; Paquin, Dave

1989-01-01

Discusses aberrant, or disruptive, behavior in an industrial/business, classroom-based, instructor-led training setting. Three examples of aberrant behavior are described, typical case studies are provided for each, and preventive (long-term) and corrective (on-the-spot) strategies for dealing with the problems are discussed. (LRW)

10 Steps to a Happier Classroom. General Music.

ERIC Educational Resources Information Center

Zeiger, Albert

1996-01-01

Briefly expounds on tips for classroom management. These include stay calm and in control, ignore the behavior of disruptive students, meditate, maintain a positive atmosphere, enforce the rules, take necessary disciplinary action, be prepared, change when necessary, conduct an orientation period, and stress the importance of music. (MJP)

A Group Contingency Program to Improve the Behavior of Elementary School Students in a Cafeteria

ERIC Educational Resources Information Center

Fabiano, Gregory A.; Pelham, William E., Jr.; Karmazin, Karen; Kreher, Joanne; Panahon, Carlos J.; Carlson, Carl

2008-01-01

Studies of behavior modification interventions for disruptive behavior in schools have generally focused on classroom behavior with less research directed toward child behavior in other school settings (e.g., cafeterias). The present report documents the effect of a group contingency intervention with a random reward component, targeting…

Effects of a Universal Classroom Behavior Management Program in First and Second Grades on Young Adult Behavioral, Psychiatric, and Social Outcomes*

PubMed Central

Kellam, Sheppard G.; Brown, C. Hendricks; Poduska, Jeanne; Ialongo, Nicholas; Wang, Wei; Toyinbo, Peter; Petras, Hanno; Ford, Carla; Windham, Amy; Wilcox, Holly C.

2008-01-01

Background The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of later substance abuse and dependence disorders, smoking, and antisocial personality disorder. This article reports on impact to age 19–21. Methods In five poor to lower-middle class, mainly African American urban areas, three or four schools were matched and within each set randomly assigned to one of three conditions: 1) GBG, 2) a curriculum-and-instruction program directed at reading achievement, or 3) the standard program. Balanced assignment of children to classrooms was made, and then, within intervention schools, classrooms and teachers were randomly assigned to intervention or control. Results By young adulthood significant impact was found among males, particularly those in first grade who were more aggressive, disruptive, in reduced drug and alcohol abuse/dependence disorders, regular smoking, and antisocial personality disorder. These results underline the value of a first-grade universal prevention intervention. Replication A replication was implemented with the next cohort of first-grade children with the same teachers during the following school year, but with diminished mentoring and monitoring of teachers. The results showed significant GBG impact for males on drug abuse/dependence disorders with some variation. For other outcomes the effects were generally smaller but in the same direction. PMID:18343607

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

PubMed

Thomas, Duane E; Bierman, Karen L; Powers, C J

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempt⋆

PubMed Central

Wilcox, Holly C.; Kellam, Sheppard G.; Brown, C. Hendricks; Poduska, Jeanne; Ialongo, Nicholas S.; Wang, Wei; Anthony, James C.

2008-01-01

Objective This paper reports the impact of two first- and second-grade classroom based universal preventive interventions on the risk of Suicide Ideation (SI) and Suicide Attempts (SA) by young adulthood. The Good Behavior Game (GBG) was directed at socializing children for the student role and reducing aggressive, disruptive behavior. Mastery Learning (ML) was aimed at improving academic achievement. Both were implemented by the teacher. Methods The design was epidemiologically based, with randomization at the school and classroom levels and balancing of children across classrooms. The trial involved a cohort of first-grade children in 19 schools and 41 classrooms with intervention at first and second grades. A replication was implemented with the next cohort of first grade children with the same teachers but with little mentoring or monitoring. Results In the first cohort, there was consistent and robust GBG-associated reduction of risk for suicide ideation by age 19–21 years compared to youths in standard setting (control) classrooms regardless of any type of covariate adjustment. A GBG-associated reduced risk for suicide attempt was found, though in some covariate-adjusted models the effect was not statistically robust. No statistically significant impact on these outcomes was found for ML. The impact of the GBG on suicide ideation and attempts was greatly reduced in the replication trial involving the second cohort. Conclusions A universal preventive intervention directed at socializing children and classroom behavior management to reduce aggressive, disruptive behavior may delay or prevent onset of suicide ideation and attempts. The GBG must be implemented with precision and continuing support of teachers. PMID:18329189

Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start

ERIC Educational Resources Information Center

Bellone, Katherine M.; Dufrene, Brad A.; Tingstrom, Daniel H.; Olmi, D. Joe; Barry, Christopher

2014-01-01

This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended…

A Comparison of the Mystery Motivator and the "Get 'Em On Task" Interventions for Off-Task Behaviors

ERIC Educational Resources Information Center

Kraemer, Elisabeth E.; Davies, Susan C.; Arndt, Kelli Jo; Hunley, Sawyer

2012-01-01

Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class-wide positive behavior support programs. The Mystery Motivator and…

A Corrective Teaching Approach to Replace Undesired Behaviors in Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cortez, Edith Garcia; Malian, Ida M.

2013-01-01

Students with emotional and behavioral disorders (EBD) typically exhibit significant behavioral excesses or deficits that interfere with their learning and sometimes that of their peers in the classroom. These behaviors can generally be described as either external and easily noticed (e.g., disruption, aggression) or internal and easily overlooked…

Generalizability and Dependability of a Multi-Item Direct Behavior Rating Scale in a Kindergarten Classroom Setting

ERIC Educational Resources Information Center

Wickerd, Garry; Hulac, David

2017-01-01

Accurate and rapid identification of students displaying behavioral problems requires instrumentation that is user friendly and reliable. The purpose of the study was to evaluate a multi-item direct behavior rating scale called the Direct Behavior Rating-Multiple Item Scale (DBR-MIS) for disruptive behavior to determine the number of…

Disruptive Student Behavior in the Classroom. What Research Says to the Teacher. Second Edition.

ERIC Educational Resources Information Center

Swick, Kevin J.

The purpose of this research report is to explore practices that teachers can use to respond to behavior problems in their classes. Preliminary discussion focuses on understanding the context of student behavior and identifying student behavior problems early. Positive responses to student behavior problems are discussed in terms of the following…

Behavioral Indications of Auditory Processing Disorders.

ERIC Educational Resources Information Center

Hartman, Kerry McGoldrick

1988-01-01

Identifies disruptive behaviors of children that may indicate central auditory processing disorders (CAPDs), perceptual handicaps of auditory discrimination or auditory memory not related to hearing ability. Outlines steps to modify the communication environment for CAPD children at home and in the classroom. (SV)

Successful Strategies Used with ADHD Students: Is an ADHD Classroom a Possibility?

ERIC Educational Resources Information Center

Furtick, Kari C.

2010-01-01

Behaviors exhibited by children diagnosed with Attention Deficit Hyperactivity Disorder tend to be disruptive and straining on all individuals in the classroom. As a result, several research-based best practices have been developed through previous studies in order to facilitate learning in students with ADHD. A guiding principle in these…

The Effects of the Mystery Motivator Intervention in an Urban Classroom

ERIC Educational Resources Information Center

Beeks, Amirah; Graves, Scott, Jr.

2016-01-01

The purpose of this project was to examine the effect of the implementation of the Mystery Motivator intervention as an interdependent group contingency to decrease disruptive behavior in an urban eighth-grade general education science classroom. The study was conducted using an A-B changing criterion design. The effectiveness of the intervention…

The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography

ERIC Educational Resources Information Center

Pane, Debra Mayes

2009-01-01

Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers…

The Underlife of the Classroom

ERIC Educational Resources Information Center

Nguyen, Mai-Han

2018-01-01

This study examines how students' disruptive behavior occurs while the teacher is carrying out a formal class activity--checking homework. In daily classroom life, it has been common that teachers often follow the most uninspiring teaching method when checking homework (the teacher reads out loud each item in an exercise and then asks students for…

A Meta-Analysis of Class-Wide Interventions for Supporting Student Behavior

ERIC Educational Resources Information Center

Chaffee, Ruth K.; Briesch, Amy M.; Johnson, Austin H.; Volpe, Robert J.

2017-01-01

Off-task and disruptive classroom behavior impedes the learning of the children emitting these behaviors as well as the delivery of instruction to the entire class, which may lead to decreased academic achievement and more severe behavior problems. A meta-analysis of the single-case literature was conducted to understand the effectiveness of…

Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms.

PubMed

Watson, Tiffany L; Skinner, Christopher H; Skinner, Amy L; Cazzell, Samantha; Aspiranti, Kathleen B; Moore, Tara; Coleman, MariBeth

2016-07-01

Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided. © The Author(s) 2016.

Classroom Management: The Perspectives of Teachers, Pupils, and Researcher.

ERIC Educational Resources Information Center

Wragg, Caroline M.

This paper reports on a study of effective classroom management in British primary schools, with particular emphasis on how teachers deal with deviant or disruptive behavior. The study was conducted through observation of 239 lessons and interviews with 60 teachers and through interviews with 430 pupils aged 5-12. The research found a lack of…

Peace in the Classroom: Practical Lessons in Living for Elementary-Age Children.

ERIC Educational Resources Information Center

Adams, Hetty

The most effective alternative to punishment for violent or disruptive student behavior is to provide children with tools they will need for living peacefully with one another. This guide for elementary school classes examines ways in which a peaceful environment can be achieved and maintained in the classroom. Divided into six units which are…

Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation

ERIC Educational Resources Information Center

Weis, Robert; Osborne, Karen J.; Dean, Emily L.

2015-01-01

The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students' behavior in the classroom. Previous research indicates the GBG is efficacious…

Got the "Kids Who Blurt Out" Blues?

ERIC Educational Resources Information Center

Charney, Ruth Sidney

1998-01-01

Strategies for curbing disruptions in the classroom include setting expectations, naming and defining behaviors students must learn, modeling appropriate and alternative behavior, setting up routines showing that self-control is important, settling on predictable consequences for blurting out, having children start over if communication breaks…

Implementing the Use of a Positive Variation of the Good Behavior Game with the Use of a Computer-Based Program

ERIC Educational Resources Information Center

Lynne, Shauna

2016-01-01

The Good Behavior Game (GBG) is an interdependent group contingency designed to address behavioral concerns. The vast majority of published findings on the GBG have supported its effectiveness in decreasing disruptive behavior in classroom settings. The purpose of this study was to investigate the effectiveness and the social validity of a…

The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting

ERIC Educational Resources Information Center

Kennedy, Christina

2010-01-01

In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one…

Mainstreaming: Is It in the Best Interest of All Children?

ERIC Educational Resources Information Center

Simon, Libby

1992-01-01

This paper argues that the behaviorally disruptive child with aggressive tendencies might function better in a nonmainstreamed situation than in a mainstreamed classroom. Alternative options are presented. (Author/JDD)

Solving Behavior Problems in Math Class: Academic, Learning, Social, and Emotional Empowerment (Grades K-12)

ERIC Educational Resources Information Center

Taylor-Cox, Jennifer

2011-01-01

Reduce the number of discipline issues that arise in your math classroom with ideas from math education expert Jennifer Taylor-Cox. In this book, you'll learn a variety of ways to handle disruptive, disinterested, avoidant, and/or disrespectful students in K-12 math classrooms. Using realistic, case-by-case examples, the author reveals practical…

Teacher-Perceived Supportive Classroom Climate Protects against Detrimental Impact of Reading Disability Risk on Peer Rejection

ERIC Educational Resources Information Center

Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Siekkinen, Martti; Ahonen, Timo; Nurmi, Jari-Erik

2012-01-01

This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1…

Group Counseling to Reduce Maladaptive Behavior and Enhance Self-Esteem in the Middle School.

ERIC Educational Resources Information Center

Trumbull, Leon

Counselors at one middle school would see the same students repeatedly for disruptive behavior in the classroom. The counselors' efforts did not appear to reduce these repetitive referrals. This study used group counseling to address the maladaptive behavior of the students and to improve their self-esteem. Students were selected by six teachers…

An Evaluation of the Effects of Life Space Crisis Intervention on the Challenging Behavior of Individual Students

ERIC Educational Resources Information Center

Grskovic, Janice A.; Goetze, Herbert

2005-01-01

This study assessed the effects of Life Space Crisis Interventions on the challenging behavior of four students with learning handicaps attending a special school in Germany. Students were in seventh and tenth grades and exhibited an array of challenging, disruptive classroom behaviors. After the implementation of interventions, major improvement…

Teacher-Researcher Partnerships to Improve Social Behavior through Social Stories

ERIC Educational Resources Information Center

Agosta, E.; Graetz, J. E.; Mastropieri, M. A.; Scruggs, T. E.

2004-01-01

In this project, a partnership between school and university personnel addressed, in a systematic, research-oriented fashion, a classroom problem. A young child with autism exhibited excessively loud screaming, yelling, humming, and other distracting noises during class activities in a special education setting. These disruptive behaviors were a…

Development of a Problem-Focused Behavioral Screener Linked to Evidence-Based Intervention

ERIC Educational Resources Information Center

Daniels, Brian; Volpe, Robert J.; Briesch, Amy M.; Fabiano, Gregory A.

2014-01-01

This study examines the factor structure, reliability and validity of a novel school-based screening instrument for academic and disruptive behavior problems commonly experienced by children and adolescents with attention deficit hyperactivity disorder (ADHD). Participants included 39 classroom teachers from two public school districts in the…

Antecedent-Based Interventions for Young Children at Risk for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Park, Kristy L.; Scott, Terrance M.

2009-01-01

Following descriptive functional assessment procedures, a brief structural analysis was used to confirm the hypothesized antecedent conditions that preceded problem behavior across three children enrolled in Head Start classrooms. A withdrawal design investigated the effectiveness of antecedent-based interventions to reduce disruptive behaviors…

Classwide Functional Analysis and Treatment of Preschoolers' Disruptive Behavior

ERIC Educational Resources Information Center

Poole, Veena Y.; Dufrene, Brad A.; Sterling, Heather E.; Tingstrom, Daniel H.; Hardy, Christina M.

2012-01-01

Relatively few functional assessment and intervention studies have been conducted in preschool classrooms with children of typical development who engage in high incidence problem behaviors. Moreover, limited studies have used functional assessment procedures with the class as the unit of analysis. This study included functional analyses and a…

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.

PubMed

Williford, Amanda P; Wolcott, Catherine Sanger; Whittaker, Jessica Vick; Locasale-Crouch, Jennifer

2015-11-01

This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

Using Tele-Coaching to Increase Behavior-Specific Praise Delivered by Secondary Teachers in an Augmented Reality Learning Environment

ERIC Educational Resources Information Center

Elford, Martha Denton

2013-01-01

This study analyzes the effects of real-time feedback on teacher behavior in an augmented reality simulation environment. Real-time feedback prompts teachers to deliver behavior-specific praise to students in the TeachLivE KU Lab as an evidence-based practice known to decrease disruptive behavior in inclusive classrooms. All educators face the…

The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings

ERIC Educational Resources Information Center

Hamilton, Jennifer L.

2007-01-01

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…

Disruptive behavior scale for adolescents (DISBA): development and psychometric properties.

PubMed

Karimy, Mahmood; Fakhri, Ahmad; Vali, Esmaeel; Vali, Farzaneh; Veiga, Feliciano H; Stein, L A R; Araban, Marzieh

2018-01-01

Growing evidence indicates that if disruptive behavior is left unidentified and untreated, a significant proportion of these problems will persist and may develop into problems linked with delinquency, substance abuse, and violence. Research is needed to develop valid and reliable measures of disruptive behavior to assist recognition and impact of treatments on disruptive behavior. The aim of this study was to develop and evaluate the psychometric properties of a scale for disruptive behavior in adolescents. Six hundred high school students (50% girls), ages ranged 15-18 years old, selected through multi stage random sampling. Psychometrics of the disruptive behavior scale for adolescents (DISBA) (Persian version) was assessed through content validity, explanatory factor analysis (EFA) using Varimax rotation and confirmatory factor analysis (CFA). The reliability of this scale was assessed via internal consistency and test-retest reliability. EFA revealed four factors accounting for 59% of observed variance. The final 29-item scale contained four factors: (1) aggressive school behavior, (2) classroom defiant behavior, (3) unimportance of school, and (4) defiance to school authorities. Furthermore, CFA produced a sufficient Goodness of Fit Index > 0.90. Test-retest and internal consistency reliabilities were acceptable at 0.85 and 0.89, respectively. The findings from this study suggest that the Iranian version of DISBA questionnaire has content validity. Further studies are needed to evaluate stronger psychometric properties for DISBA.

Using Self-Monitoring with Guided Goal Setting to Increase Academic Engagement for a Student with Autism in an Inclusive Classroom in China

ERIC Educational Resources Information Center

Xu, Sheng; Wang, Jie; Lee, Gabrielle T.; Luke, Nicole

2017-01-01

The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion…

BE PROACTIVE: "Including Students With Challenging Behavior in Your Classroom"

ERIC Educational Resources Information Center

Mitchem, Katherine J.

2005-01-01

Many teachers feel unprepared to deal with disruptive behavior and believe this substantially interferes with their teaching and their ability to successfully include children with disabilities (Schumm & Vaughn, 1995). In addition to the stress of dealing with never-ending piles of paperwork, working with challenging students may be one of the…

Comparison of Knowledge of Obsessive-Compulsive Behavior between Counseling Students and School Administration Students.

ERIC Educational Resources Information Center

Foster, Sandy

Obsessive-compulsive adolescence behavior in the classroom environment can be disruptive, affecting the teacher and other students. Certain personality traits of the obsessive-compulsive are obvious, while other symptoms are frequently misdiagnosed. As school staff are often the first step in the primary diagnosis process, the purpose of this…

Temperament as a Behavioral Construct: Assessing the Classroom Environment and Student-Teacher Relationship

ERIC Educational Resources Information Center

McCreery, Michael P.

2016-01-01

With the limited success of social skills training on particularly disruptive behaviors, researchers have begun to develop a more holistic approach grounded in "temperament" research that focuses on supporting underlying traits as they emerge during development. Based on this approach, this column provides a theoretical basis and…

An Exploratory Look at Alienation in Elementary School Children.

ERIC Educational Resources Information Center

Williams, Jean M.

The ongoing work life of four classes of elementary school children from relatively affluent families was examined for approximately 2 years by a participant observer/classroom teacher in an attempt to identify possible causes of student alienation, i.e., negative, unproductive or disruptive behaviors. Examples of such behaviors include hostility,…

The Effects of the CW-FIT Group Contingency on Class-Wide and Individual Behavior in an Urban First Grade Classroom

ERIC Educational Resources Information Center

Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard

2018-01-01

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

Feasibility of and Teacher Preference for Student-Led Implementation of the Good Behavior Game in Early Elementary Classrooms

ERIC Educational Resources Information Center

Donaldson, Jeanne M.; Matter, Ashley L.; Wiskow, Katie M.

2018-01-01

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first-grade and three kindergarten classes. We also examined teacher preference for teacher-led GBG, student-led GBG, or no GBG using a concurrent chains procedure.…

Response to Intervention (RTI): A Mixed Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students

ERIC Educational Resources Information Center

Cooper, Rosie Nicole

2014-01-01

Excessive classroom disruption is prevalent among today's public high schools and is a deterrent to the academic and social achievements of students. Using Response to Intervention (RtI) to equip in-school suspension (ISS) programs with a research-based behavioral curriculum is one possible solution to efficiently and cost-effectively remediating…

Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms

ERIC Educational Resources Information Center

Kamps, Debra; Wills, Howard P.; Heitzman-Powell, Linda; Laylin, Jeff; Szoke, Carolyn; Petrillo, Tai; Culey, Amy

2011-01-01

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

Increasing Students' Opportunities to Respond: A Strategy for Supporting Engagement

ERIC Educational Resources Information Center

Menzies, Holly M.; Lane, Kathleen Lynne; Oakes, Wendy Peia; Ennis, Robin Parks

2017-01-01

This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students' academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

Efficacy of a Systematic Process for Developing Function-Based Treatment for Young Children with Disabilities

ERIC Educational Resources Information Center

Aldosari, Mubarak S.

2016-01-01

This study conducted an in-depth analysis of the efficacy of the Decision Model in the development of function-based treatments for disruptive behaviors in four toddlers with disabilities aged from 26 to 34 months in inclusive toddler classrooms. The research was conducted in three parts. In Part 1, a functional behavioral assessment was conducted…

Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence from the Foundations of Learning Project

ERIC Educational Resources Information Center

Morris, Pamela; Millenky, Megan; Raver, C. Cybele; Jones, Stephanie M.

2013-01-01

This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized, experimental…

Does Maternal Supervision Mediate the Impact of Income Source on Behavioral Adjustment in Children from Persistently Poor Families?

ERIC Educational Resources Information Center

De Civita, Mirella; Pagani, Linda S.; Vitaro, Frank; Tremblay, Richard E.

2007-01-01

We examined the influence of income source within the context of persistent poverty on children's disruptive classroom behavior at age 12 and whether these associations were mediated by maternal supervision at ages 10 and 11. Using a subsample (N = 1,112) from the Quebec Longitudinal Study, we coded four economic circumstances indicating…

Early Intervention in a Child Care Setting Using Play and Family Therapy

ERIC Educational Resources Information Center

Matte, Rebecca L.; Messmore, Carol

2013-01-01

At an alarming rate, preschoolers are being expelled from child care centers because of disruptive behavior, and elementary schools are dealing with social-emotional behaviors that affect the entire classroom. The authors share the story of a child who would have been one of those expelled from child care and at risk in the elementary school…

Identifying Mechanisms through Which Preschool Problem Behavior Influences Academic Outcomes: What Is the Mediating Role of Negative Peer Play Interactions?

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.

2014-01-01

Given theoretical and empirical support for the importance of peer play within the preschool classroom to early learning, the present study tested the hypothesis that associations between teacher-reported problem behavior and academic skills were mediated by difficulties in peer play (disruptive and disconnected play), for a representative sample…

Getting a Good Start in School: Differential Effects of "INSIGHTS" on the Behaviors and Engagement of Children with Challenging Temperaments

ERIC Educational Resources Information Center

O'Connor, Erin E.; McCormick, Meghan P.; Cappella, Elise; McClowry, Sandee G.

2014-01-01

Not all children begin kindergarten ready to learn. Young children who exhibit dysregulated or disruptive behavior in the classroom have fewer opportunities to learn and consequently achieve lower levels of academic skills (Arnold et al., 2006; Raver, Garner, & Smith-Donald, 2007). A growing body of literature has examined how children's…

Behavioral Effects of a Locomotor-Based Physical Activity Intervention in Preschoolers.

PubMed

Burkart, Sarah; Roberts, Jasmin; Davidson, Matthew C; Alhassan, Sofiya

2018-01-01

Poor adaptive learning behaviors (ie, distractibility, inattention, and disruption) are associated with behavior problems and underachievement in school, as well as indicating potential attention-deficit hyperactivity disorder. Strategies are needed to limit these behaviors. Physical activity (PA) has been suggested to improve behavior in school-aged children, but little is known about this relationship in preschoolers. This study examined the effects of a PA intervention on classroom behaviors in preschool-aged children. Eight preschool classrooms (n = 71 children; age = 3.8 ± 0.7 y) with children from low socioeconomic environments were randomized to a locomotor-based PA (LB-PA) or unstructured free playtime (UF-PA) group. Both interventions were implemented by classroom teachers and delivered for 30 minutes per day, 5 days per week for 6 months. Classroom behavior was measured in both groups at 3 time points, whereas PA was assessed at 2 time points over a 6-month period and analyzed with hierarchical linear modeling. Linear growth models showed significant decreases in hyperactivity (LB-PA: -2.58 points, P = .001; UF-PA: 2.33 points, P = .03), aggression (LB-PA: -2.87 points, P = .01; UF-PA: 0.97 points, P = .38) and inattention (LB-PA: 1.59 points, P < .001; UF-PA: 3.91 points, P < .001). This research provides promising evidence for the efficacy of LB-PA as a strategy to improve classroom behavior in preschoolers.

Helping Adolescents Respond with Integrity to Defensive Teaching

ERIC Educational Resources Information Center

Thorkildsen, Theresa A.; Driver, Persis

2017-01-01

Integrity in student-teacher interaction is more likely when students and teachers tactfully disrupt the pacing of efficient, but fragmented lessons. Yet, teachers sometimes cling to fragmented, oversimplified definitions of knowledge, and defensively manage classroom behavior by controlling students' access to information. Ironically, adolescents…

Cybercycling Effects on Classroom Behavior in Children With Behavioral Health Disorders: An RCT.

PubMed

Bowling, April; Slavet, James; Miller, Daniel P; Haneuse, Sebastien; Beardslee, William; Davison, Kirsten

2017-02-01

Exercise is linked with improved cognition and behavior in children in clinical and experimental settings. This translational study examined if an aerobic cybercycling intervention integrated into physical education (PE) resulted in improvements in behavioral self-regulation and classroom functioning among children with mental health disabilities attending a therapeutic day school. Using a 14-week crossover design, students (N = 103) were randomly assigned by classroom (k = 14) to receive the 7-week aerobic cybercycling PE curriculum during fall 2014 or spring 2015. During the intervention, children used the bikes 2 times per week during 30- to 40-minute PE classes. During the control period, children participated in standard nonaerobic PE. Mixed effects logistic regression was used to assess relationships between intervention exposures and clinical thresholds of behavioral outcomes, accounting for both individual and classroom random effects. Children experienced 32% to 51% lower odds of poor self-regulation and learning-inhibiting disciplinary time out of class when participating in the intervention; this result is both clinically and statistically significant. Effects were appreciably more pronounced on days that children participated in the aerobic exercise, but carryover effects were also observed. Aerobic cybercycling PE shows promise for improving self-regulation and classroom functioning among children with complex behavioral health disorders. This school-based exercise intervention may significantly improve child behavioral health without increasing parental burden or health care costs, or disrupting academic schedules. Copyright © 2017 by the American Academy of Pediatrics.

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

PubMed Central

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2012-01-01

We investigated the effects of My Teaching Partner—Secondary (MTP-S), a teacher professional development intervention, on students’ peer relationships in middle and high school classrooms. MTP-S targets increasing teachers’ positive interactions with students and sensitive instructional practices and has demonstrated improvements in students’ academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain—that is, the ecology of teachers’ behaviors towards students should also influence the ecology of students’ behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed. PMID:22736890

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

PubMed

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P; Pianta, Robert C; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.

Impediments to the Process of Learning.

ERIC Educational Resources Information Center

Cytrynbaum, Solomon; Conran, Patricia C.

1979-01-01

Four college classrooms were observed for 40 days to determine the interaction of teacher role behaviors, student characteristics, and developmental phases of the class as a work group in disrupting or facilitating the learning process. The study's observational categories are detailed and implications for effective teaching discussed. (SJL)

LSCI in a School Setting: Final Results

ERIC Educational Resources Information Center

Forthun, Larry F.; McCombie, Jeff W.; Payne, Caroline

2009-01-01

Life Space Crisis Intervention (LSCI) is a competency-based approach to intervening with adolescents, particularly within the schools, who are experiencing emotional pain, psychological distress, or behavioral disruption in their personal lives. LSCI is used to help classroom teachers, guidance counselors, administrators, and other school staff to…

Tough to Reach, Tough to Teach

ERIC Educational Resources Information Center

Rockwell, Sylvia

2006-01-01

This resource helps special and general education teachers prepare for encounters with disruptive, defiant, or hostile students by showing them how to defuse undesirable behaviors and structure "face-saving" alternatives. Tips cover setting limits, arranging the classroom for safety, providing a sense of purpose, dealing with parents, and…

School outcomes of aggressive-disruptive children: prediction from kindergarten risk factors and impact of the fast track prevention program.

PubMed

Bierman, Karen L; Coie, John; Dodge, Kenneth; Greenberg, Mark; Lochman, John; McMohan, Robert; Pinderhughes, Ellen

2013-01-01

A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 1-4) and during the secondary school years (Grades 7-10), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. © 2013 Wiley Periodicals, Inc.

School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program

PubMed Central

Bierman, Karen L.; Coie, John; Dodge, Kenneth; Greenberg, Mark; Lochman, John; McMohan, Robert; Pinderhughes, Ellen

2013-01-01

A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 1–4) and during the secondary school years (Grades 7–10), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. PMID:23386568

The Relationship between Ethnic Diversity and Classroom Disruption in the Context of Migration Policies

ERIC Educational Resources Information Center

Veerman, Gert-Jan M.

2015-01-01

This paper studies the relationship between ethnic school composition and classroom disruption in secondary education in the context of migration policies. We measured classroom disruption using students' reports from 3533 schools in 20 countries provided by cross-national PISA (Programme for International Student Assessment) 2009 data. We employ…

After Elton--How to "Manage" Disruption?

ERIC Educational Resources Information Center

Hanko, Gerda

1989-01-01

Discussed in the light of the British Elton Report is appropriate inservice training in classroom management for teachers of pupils with emotional and behavioral disorders. Concern is expressed that such inservice training will not address students' deeper needs and may limit access to the National Curriculum. Joint problem-solving initiatives are…

Colleges Grappling with Incivility

ERIC Educational Resources Information Center

Gilroy, Marilyn

2008-01-01

When do interactions on campus involving strong words or questionable conduct reach the point of incivility? What is the line between legitimate freedom of speech and lively debate versus that which causes classroom disruption? What constitutes unacceptable behavior? Although there might not be universal agreement on what standard to use to define…

Alternative Education's Impact on Office Disciplinary Referrals

ERIC Educational Resources Information Center

Gut, Eva; McLaughlin, John M.

2012-01-01

Disruptive behaviors negatively impact learning by taking time away from classroom instruction (Gottlieb and Polirstok 2005) and may also produce unsafe school environments. This study examined changes in the number of office disciplinary referrals (ODRs) received in public schools prior to and following the schools partnering with one particular…

Project LEO Studies of Science Learning Environments and Outcomes, 1968-1981.

ERIC Educational Resources Information Center

Matthews, Charles; And Others

Presented is a summary of the 1977-80 Project LEO studies, which focused on science teaching strategies and learning outcomes for disruptive elementary school children and on more refined application of the "student-structured learning in science" (SSLS) teacher behavioral pattern in secondary school science classrooms. Included within…

Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher Management.

ERIC Educational Resources Information Center

Fowler, Susan A.

1986-01-01

Peer-monitoring and self-monitoring procedures were developed to decrease disruption and nonparticipation during transition activities of a kindergarten class with 10 children with behavior and/or learning problems. Results suggested that classroom management can be achieved through carefully developed routines with clear instructions paired with…

RAP Coaching with Teachers

ERIC Educational Resources Information Center

Currier, Suzanne; Shields, Julie; Chesman, Jodi; Langsam, Fred; Langsam, Jonathan; Strauss, Heather

2012-01-01

Training for special education teachers rarely addresses how to work with students who are in crisis or who are displaying aggression. Often teachers are instructed that disruptive students should be punished or excluded from the classroom. The behavior management style becomes one of authority, power, and control rather than problem solving.…

Tools for Getting Along. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Tools for Getting Along" is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and…

The Failure of Zero Tolerance

ERIC Educational Resources Information Center

Skiba, Russell J.

2014-01-01

There is no doubt that the safety of children in schools and in communities is paramount. Incidents of school violence in the United States have motivated researchers and practitioners to explore and employ effective methodologies and strategies to promote safety in classrooms and schools. Still, issues of disruptive behavior top the list of…

A Preliminary Investigation of a Randomized Dependent Group Contingency for Hallway Transitions

ERIC Educational Resources Information Center

Deshais, Meghan A.; Fisher, Alyssa B.; Kahng, SungWoo

2018-01-01

We conducted a preliminary investigation of a randomized dependent group contingency to decrease disruptive behavior during hallway transitions. Two first-graders, identified by their classroom teacher, participated in this study. A multiple baseline across transitions was used to evaluate the effects of the randomized dependent group contingency…

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions

ERIC Educational Resources Information Center

Rusk, Robert Brian

2016-01-01

This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…

The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.

PubMed

Waschbusch, Daniel A; Pelham, William E; Massetti, Greta

2005-08-01

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.

Comparing Versions of the Good Behavior Game: Can a Positive Spin Enhance Effectiveness?

PubMed

Wahl, Elaine; Hawkins, Renee O; Haydon, Todd; Marsicano, Richard; Morrison, Julie Q

2016-07-01

Disruptions can prevent the classroom from being an effective learning environment. The Good Behavior Game (GBG) is a group contingency that has been proven to effectively prevent disruptions and increase engagement. However, the traditional methods of the GBG include teacher scanning for negative student behaviors, and may not align with Positive Behavioral Interventions and Supports (PBIS), which is becoming widely adopted in many schools. Extending the findings of Wright and McCurdy, the current study compared the effects of the GBG and a positive version of the GBG, called the Caught Being Good Game (CBGG), on student behavior, including engagement and off-task behaviors, as well as teachers' use of positive and negative statements. Results showed both the GBG and the CBGG improved student behavior, with data not clearly indicating one was superior. Neither intervention led to an increase in positive teacher statements. Implications for teachers and suggestions for further research are discussed. © The Author(s) 2016.

Praise Research Trends and Future Directions: Characteristics and Teacher Training

ERIC Educational Resources Information Center

Floress, Margaret T.; Beschta, Shelby L.; Meyer, Kari L.; Reinke, Wendy M.

2017-01-01

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

A Comprehensive Approach to Disruptive Behaviors in the Classroom and Home

ERIC Educational Resources Information Center

Baker, Jane; Hollaway, Deana M.

2009-01-01

The impact of the economic crisis in America is having significant consequences across all environments. Children in Alabama are being hit particularly hard, with budget constraints leading to greatly reduced services for marginalized children and families in rural and urban areas. According to the United States Census Bureau, 16.6% of the…

Why Should Secondary Schools Take Working with Boys Seriously?

ERIC Educational Resources Information Center

Jackson, David; Salisbury, Jonathan

1996-01-01

Addresses boys' disruptive behavior in the classroom, teachers' resignation to it, and why schools need to work with boys as a matter of importance to enhancing gender work in schools. The limitations of using sex role theory in approaching gender work with boys are highlighted, and teaching methods for harnessing boys' spontaneous interests in…

Promoting Primary School Students' Daily Report Card Participation through the "Carrier Pigeon"

ERIC Educational Resources Information Center

Perle, Jonathan G.; Curtis, David F.

2017-01-01

Disruptive behaviors are some of the most commonly presented concerns in the classroom. Without intervention, such difficulties may lead to higher teacher frustration and a higher rate of negative teacher feedback, and they may interfere with students' learning opportunities and result in poorer academic and life adjustment outcomes (Landrum,…

Restore the Respect: How to Mediate School Conflicts and Keep Students Learning

ERIC Educational Resources Information Center

Gross, Ondine

2016-01-01

Unresolved conflicts in schools build barriers to learning, including low motivation, lack of focus, and disruptive behaviors that remove students from the classroom. When teacher-student conflicts occur, the negative effects can be long-lasting without a safe and structured way to repair the relationship. This reader-friendly guidebook has a…

Classification Accuracy and Acceptability of the Integrated Screening and Intervention System Teacher Rating Form

ERIC Educational Resources Information Center

Daniels, Brian; Volpe, Robert J.; Fabiano, Gregory A.; Briesch, Amy M.

2017-01-01

This study examines the classification accuracy and teacher acceptability of a problem-focused screener for academic and disruptive behavior problems, which is directly linked to evidence-based intervention. Participants included 39 classroom teachers from 2 public school districts in the Northeastern United States. Teacher ratings were obtained…

Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise

ERIC Educational Resources Information Center

Marchant, Michelle; Anderson, Darlene H.

2012-01-01

Students who frequently engage in problem behavior tend to disrupt teacher instruction and impede others' learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student-teacher interaction adversely impacts classroom climate is well documented. A positive and engaging classroom…

Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II. Classroom Effects

PubMed Central

2009-01-01

This study examined the effectiveness of the universal component of the Fast Track prevention model: the PATHS (Promoting Alternative THinking Strategies) curriculum and teacher consultation. This randomized clinical trial involved 198 intervention and 180 comparison classrooms from neighborhoods with greater than average crime in 4 U.S. locations. In the intervention schools, Grade 1 teachers delivered a 57-lesson social competence intervention focused on self-control, emotional awareness, peer relations, and problem solving. Findings indicated significant effects on peer ratings of aggression and hyperactive–disruptive behavior and observer ratings of classroom atmosphere. Quality of implementation predicted variation in assessments of classroom functioning. The results are discussed in terms of both the efficacy of universal, school-based prevention models and the need to examine comprehensive, multiyear programs. PMID:10535231

Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

ERIC Educational Resources Information Center

Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.

2018-01-01

Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…

Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial

ERIC Educational Resources Information Center

Wills, Howard; Kamps, Debra; Fleming, Kandace; Hansen, Blake

2016-01-01

Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary…

Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study.

PubMed

Wills, Howard P; Mason, Benjamin A

2014-12-01

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.

Obtaining systematic teacher reports of disruptive behavior disorders utilizing DSM-IV.

PubMed

Wolraich, M L; Feurer, I D; Hannah, J N; Baumgaertel, A; Pinnock, T Y

1998-04-01

This study examines the psychometric properties of the Vanderbilt AD/HD Diagnostic Teacher Rating Scale (VADTRS) and provides preliminary normative data from a large, geographically defined population. The VADTRS consists of the complete list of DSM-IV AD/HD symptoms, a screen for other disruptive behavior disorders, anxiety and depression, and ratings of academic and classroom behavior performance. Teachers in one suburban county completed the scale for their students during 2 consecutive years. Statistical methods included (a) exploratory and confirmatory latent variable analyses of item data, (b) evaluation of the internal consistency of the latent dimensions, (c) evaluation of latent structure concordance between school year samples, and (d) preliminary evaluation of criterion-related validity. The instrument comprises four behavioral dimensions and two performance dimensions. The behavioral dimensions were concordant between school years and were consistent with a priori DSM-IV diagnostic criteria. Correlations between latent dimensions and relevant, known disorders or problems varied from .25 to .66.

Reproducing (and Disrupting) Heteronormativity: Gendered Sexual Socialization in Preschool Classrooms

ERIC Educational Resources Information Center

Gansen, Heidi M.

2017-01-01

Using ethnographic data from 10 months of observations in nine preschool classrooms, I examine gendered sexual socialization children receive from teachers' practices and reproduce through peer interactions. I find heteronormativity permeates preschool classrooms, where teachers construct (and occasionally disrupt) gendered sexuality in a number…

Emotional Expressiveness during Peer Conflicts: A Predictor of Social Maladjustment among High-Risk Preschoolers.

ERIC Educational Resources Information Center

Miller, Alison L.; Olson, Sheryl L.

This study examined the relationship of individual differences in peer sociometric status and teacher ratings of disruptive behavior, and preschool boys' emotion displays during conflicts with mixed-sex peers. Sixty 4- and 5-year-old boys from low-income families were videotaped with a small group of classmates in a Head Start preschool classroom.…

Transitions: A Classroom Management Concept Related to Effective Teaching. Student Guide. Utah Protocol Materials Project.

ERIC Educational Resources Information Center

Utah State Univ., Logan. Utah Protocol Materials Project.

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a)…

Classroom-Community Consultation (C [superscript 3]) 10 Years after Hurricane Katrina: A Retrospective Look at a Collaborative, School-Based Referral Model

ERIC Educational Resources Information Center

Lee, Madeline Y.; Danna, Laura; Walker, Douglas W.

2017-01-01

The long-term nature of mental health needs after disasters, such as Hurricane Katrina, continues to require attention. Research that emerged during the anniversaries of the storm has shown Katrina and its aftermath to be associated with posttraumatic stress, depression, anxiety, disruptive behavior, and somatic complaints in children and…

Characteristics of Reticent and Disruptive Children As Identified by the Barclay Classroom Climate Inventory.

ERIC Educational Resources Information Center

Barclay, James R.

The Barclay Classroom Climate Inventory was employed to identify the psychometric characteristics of reticent and disruptive children. The BCCI utilizes self-competency judgments, peer nominations, vocational interests and teacher adjectival ratings in an effort to measure the various expectations which interact in the elementary classroom. A…

Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom1

PubMed Central

Barrish, Harriet H.; Saunders, Muriel; Wolf, Montrose M.

1969-01-01

Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that included several “problem children”. After baseline rates of the inappropriate behaviors were obtained, the class was divided into two teams “to play a game”. Each out-of-seat and talking-out response by an individual child resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the student's team. In this manner a contingency was arranged for the inappropriate behavior of each child while the consequence (possible loss of privileges) of the child's behavior was shared by all members of this team as a group. The privileges were events which are available in almost every classroom, such as extra recess, first to line up for lunch, time for special projects, stars and name tags, as well as winning the game. The individual contingencies for the group consequences were successfully applied first during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple baseline designs. PMID:16795208

Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

PubMed

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-07-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. (c) 2015 APA, all rights reserved).

Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research

ERIC Educational Resources Information Center

Brown, Ayanna F.; Bloome, David; Morris, Jerome E.; Power-Carter, Stephanie; Willis, Arlette I.

2017-01-01

This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students' and educators' understandings of a racialized society, their…

Disruptive Practices: Enacting Critical Pedagogy through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers

ERIC Educational Resources Information Center

Helmer, Kirsten

2014-01-01

This study showcases classroom interactions that reveal the transformational potential of educational practices which disrupt traditional notions about teaching and learning. These disruptive practices create qualitatively different social relations within a classroom which open spaces for students to co-create knowledge in new and creative ways.…

A Comparison of Teacher Checklists Used over 15 Days and a One-Day Antecedent Analysis to Conduct a Medication Trial

ERIC Educational Resources Information Center

Smith, R.; Larsen, D.; Derby, K. M.; McLaughlin, T. F.; Weber, K. P.; Brown, K.; Herring, M.

2004-01-01

A one-day antecedent analysis and an extended school-based double-blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the…

Study protocol for a group randomized controlled trial of a classroom-based intervention aimed at preventing early risk factors for drug abuse: integrating effectiveness and implementation research.

PubMed

Poduska, Jeanne; Kellam, Sheppard; Brown, C Hendricks; Ford, Carla; Windham, Amy; Keegan, Natalie; Wang, Wei

2009-09-02

While a number of preventive interventions delivered within schools have shown both short-term and long-term impact in epidemiologically based randomized field trials, programs are not often sustained with high-quality implementation over time. This study was designed to support two purposes. The first purpose was to test the effectiveness of a universal classroom-based intervention, the Whole Day First Grade Program (WD), aimed at two early antecedents to drug abuse and other problem behaviors, namely, aggressive, disruptive behavior and poor academic achievement. The second purpose--the focus of this paper--was to examine the utility of a multilevel structure to support high levels of implementation during the effectiveness trial, to sustain WD practices across additional years, and to train additional teachers in WD practices. The WD intervention integrated three components, each previously tested separately: classroom behavior management; instruction, specifically reading; and family-classroom partnerships around behavior and learning. Teachers and students in 12 schools were randomly assigned to receive either the WD intervention or the standard first-grade program of the school system (SC). Three consecutive cohorts of first graders were randomized within schools to WD or SC classrooms and followed through the end of third grade to test the effectiveness of the WD intervention. Teacher practices were assessed over three years to examine the utility of the multilevel structure to support sustainability and scaling-up. The design employed in this trial appears to have considerable utility to provide data on WD effectiveness and to inform the field with regard to structures required to move evidence-based programs into practice. NCT00257088.

Using Experiential Learning Through Science Experiments to Increase the Motivation of Students Classified as Emotionally Disturbed

NASA Astrophysics Data System (ADS)

Crozier, Marisa

When learning is an adventure rather than an exercise in memorization, students can enjoy the process and be motivated to participate in classroom activities (Clem, Mennicke, & Beasley, 2014). Students classified as emotionally disturbed are prone to disruptive behaviors and struggle learning in a traditional science classroom consisting of lecture and demonstrations. They cannot maintain the necessary level of attention nor have the strong reading, writing or memory skills needed to succeed. Therefore, this study examined whether the use of experiential learning would increase on-task behavior and improve the motivation of emotionally disturbed, middle school students in science. Students completed four hands-on experiments aligned with the science curriculum. The data collection methods implemented were an observation checklist with corresponding journal entries, a summative assessment in the form of lab sheets, and student interviews. Through triangulation and analysis, data revealed that the students had more on-task behaviors, were engaged in the lessons, and improved grades in science.

The influence of student characteristics on the dependability of behavioral observation data.

PubMed

Briesch, Amy M; Volpe, Robert J; Ferguson, Tyler David

2014-06-01

Although generalizability theory has been used increasingly in recent years to investigate the dependability of behavioral estimates, many of these studies have relied on use of general education populations as opposed to those students who are most likely to be referred for assessment due to problematic classroom behavior (e.g., inattention, disruption). The current study investigated the degree to which differences exist in terms of the magnitude of both variance component estimates and dependability coefficients between students nominated by their teachers for Tier 2 interventions due to classroom behavior problems and a general classroom sample (i.e., including both nominated and non-nominated students). The academic engagement levels of 16 (8 nominated, 8 non-nominated) middle school students were measured by 4 trained observers using momentary time-sampling procedures. A series of G and D studies were then conducted to determine whether the 2 groups were similar in terms of the (a) distribution of rating variance and (b) number of observations needed to achieve an adequate level of dependability. Results suggested that the behavior of students in the teacher-nominated group fluctuated more across time and that roughly twice as many observations would therefore be required to yield similar levels of dependability compared with the combined group. These findings highlight the importance of constructing samples of students that are comparable to those students with whom the measurement method is likely to be applied when conducting psychometric investigations of behavioral assessment tools. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Disruptive Student and the Teacher. NEA Professional Studies Series.

ERIC Educational Resources Information Center

Rivers, L. Wendell

Methods are described for the classroom management of disruptive children, defined as those who cannot be classified as emotionally disturbed or mentally retarded but who, either periodically or chronically, cause problems in classroom management or discipline. No attempt is made to provide exhaustive theoretical background, but, rather,…

Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms

ERIC Educational Resources Information Center

DeTemple, Jill; Sarrouf, John

2017-01-01

This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the…

Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

ERIC Educational Resources Information Center

Pronchenko-Jain, Yulia

2012-01-01

This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…

Reducing Disruptive Behaviours and Improving Classroom Behavioural Climate with Class-Wide Positive Behaviour Support in Middle Schools

ERIC Educational Resources Information Center

Närhi, Vesa; Kiiski, Tiina; Savolainen, Hannu

2017-01-01

Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students' academic achievement and a significant source of teachers' work-related stress. Earlier research shows that clear behavioural expectations, monitoring students' adherence to them and behaviour-specific praise are effective…

Disrupting the Discussion: The Story of Disruptive Students in the Online Classroom

ERIC Educational Resources Information Center

Cowden, Belle Doyle

2011-01-01

Many online classrooms today are designed based on learner-centered principles. Implicit with this design perspective is the goal to create and facilitate a virtual learning community in which students learn from and share with each other through discussion-based computer conferencing. In the current literature, little has been shared on what…

Teachers' ratings of disruptive behaviors: the influence of halo effects.

PubMed

Abikoff, H; Courtney, M; Pelham, W E; Koplewicz, H S

1993-10-01

This study evaluated the accuracy of teachers' ratings and examined whether these ratings are influenced by halo effects. One hundred thirty-nine elementary school teachers viewed videotapes of what they believed were children in regular fourth-grade classrooms. In fact, the children were actors who followed prepared scripts that depicted a child engaging in behaviors characteristic of an attention-deficit hyperactivity disorder (ADHD), an oppositional defiant disorder or a normal youngster. The findings provide support for a bias that was unidirectional in nature. Specifically, teachers rated hyperactive behaviors accurately when the child behaved like an ADHD youngster. However, ratings of hyperactivity and of ADHD symptomatic behaviors were spuriously inflated when behaviors associated with oppositional defiant disorder occurred. In contrast, teachers rated oppositional and conduct problem behaviors accurately, regardless of the presence of hyperactive behaviors. The implications of these findings regarding diagnostic practices and rating scale formats are discussed.

Using Disruptive Technologies to Make Digital Connections: Stories of Media Use and Digital Literacy in Secondary Classrooms

ERIC Educational Resources Information Center

Nowell, Shanedra D.

2014-01-01

This study focused on ways teachers and students in an urban high school used technologies often labeled as disruptive (i.e. social media and mobile phones) as learning and relationship building tools, inside and outside the classroom. In this teacher research study, secondary teachers discussed digital literacies, the digital divide, and digital…

Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders.

PubMed

Pelham, W E; Gnagy, E M; Greenslade, K E; Milich, R

1992-03-01

Ratings were collected on a rating scale comprised of the DSM-III-R diagnostic criteria for disruptive behavior disorders. Teacher ratings were obtained for 931 boys in regular classrooms in grades K through 8 from around North America. Means and standard deviations for attention-deficit hyperactivity disorder (ADHD), oppositional-defiant disorder (ODD), and conduct disorder (CD) scales are reported by age. Frequencies of DSM-III-R symptoms are reported by age, and suggested diagnostic cutoffs are discussed. A factor analysis revealed three factors: one reflecting ODD and several CD symptoms, one on which ADHD symptoms of inattention loaded, and one comprised of ADHD impulsivity/overactivity symptoms. Conditional probability analyses revealed that several hallmark symptoms of ADHD had very poor predictive power, whereas combinations of symptoms from the two ADHD factors had good predictive power. Combinations of ODD symptoms also had very high predictive power. The limited utility of teacher ratings in assessing symptoms of conduct disorder in this age range is discussed.

Classroom Misbehavior in the Eyes of Students: A Qualitative Study

PubMed Central

Sun, Rachel C. F.; Shek, Daniel T. L.

2012-01-01

Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong (N = 18). Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning. Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable. These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in the teacher-student relationship within the classroom. The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations. Implications for further research and classroom management are discussed. PMID:22919316

Disruptive Innovation Can Prevent the Next Pandemic.

PubMed

Shaikh, Affan T; Ferland, Lisa; Hood-Cree, Robert; Shaffer, Loren; McNabb, Scott J N

2015-01-01

Public health surveillance (PHS) is at a tipping point, where the application of novel processes, technologies, and tools promise to vastly improve efficiency and effectiveness. Yet twentieth century, entrenched ideology and lack of training results in slow uptake and resistance to change. The term disruptive innovation - used to describe advances in technology and processes that change existing markets - is useful to describe the transformation of PHS. Past disruptive innovations used in PHS, such as distance learning, the smart phone, and field-based laboratory testing have outpaced older services, practices, and technologies used in the traditional classroom, governmental offices, and personal communication, respectively. Arguably, the greatest of these is the Internet - an infrastructural innovation that continues to enable exponential benefits in seemingly limitless ways. Considering the Global Health Security Agenda and facing emerging and reemerging infectious disease threats, evolving environmental and behavioral risks, and ever changing epidemiologic trends, PHS must transform. Embracing disruptive innovation in the structures and processes of PHS can be unpredictable. However, it is necessary to strengthen and unlock the potential to prevent, detect, and respond.

Disrupting Ourselves: The Problem of Learning in Higher Education

ERIC Educational Resources Information Center

Bass, Randy

2012-01-01

A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching. Disruptive moments, the author means "disruption" in the way Clayton…

Classroom discipline skills and disruption rate: A correlational study

NASA Astrophysics Data System (ADS)

Dropik, Melonie Jane

Very little has been done to quantify the relationship between the frequency with which teachers use discipline skills and disruption rate in high school settings. Most of the available research that examined this relationship empirically was done in elementary schools, while a few studies examined the junior high school setting. The present research examined whether the use of ten specific discipline skills were related to the rate of disruption in suburban high school science classrooms. The ten skills were selected based on their prevalence in the theoretical literature and the strength of the relationships reported in empirical studies of elementary and junior high classrooms. Each relationship was tested directionally at alpha = .01. The maximum experimentwise Type I error rate was .10. Disruption rate was measured by trained observers over five class periods in the Fall of the school year. The frequency of performing the ten skills was assessed using a student survey developed for this study. The ten skills were: (1) beginning class on time, (2) using routines, (3) waiting for student attention before speaking, (4) giving clear directions, (5) presenting material fast enough to hold students' attention, (6) requiring students to remain seated, (7) appearing confident, (8) stopping misbehavior quickly, (9) checking for student attentiveness, and (10) teaching to the bell. Appearing confident (r = --.697, p = .004) and quickly stopping misbehavior (r = --.709, p = .003) were significantly negatively related to disruption rate. The effect sizes for the confidence and stopping misbehavior variables were .49 and .50, respectively. At least half of the variation in disruption rate was attributable to the difference in the frequency of appearing confident and stopping misbehavior quickly. The eight other relationships produced nonsignificant results. The results raise questions about whether theories developed from observational and anecdotal evidence gathered in elementary or junior high school classrooms can be applied to high school classrooms and indicate that further investigation into the high school setting is necessary.

Concurrent validity and sensitivity to change of Direct Behavior Rating Single-Item Scales (DBR-SIS) within an elementary sample.

PubMed

Smith, Rhonda L; Eklund, Katie; Kilgus, Stephen P

2018-03-01

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily report card intervention to promote positive student behavior during prespecified classroom activities. During both baseline and intervention, teachers completed DBR-SIS ratings of 2 target behaviors (i.e., Academic Engagement, Disruptive Behavior) whereas research assistants collected systematic direct observation (SDO) data in relation to the same behaviors. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, and standardized mean difference; Gresham, 2005) were calculated for both DBR-SIS and SDO data, yielding estimates of the change in student behavior in response to intervention. Mean DBR-SIS scores were predominantly moderately to highly correlated with SDO data within both baseline and intervention, demonstrating evidence of the former's concurrent validity. DBR-SIS change metrics were also significantly correlated with SDO change metrics for both Disruptive Behavior and Academic Engagement, yielding evidence of the former's sensitivity to change. In addition, teacher Usage Rating Profile-Assessment (URP-A) ratings indicated they found DBR-SIS to be acceptable and usable. Implications for practice, study limitations, and areas of future research are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

PubMed

Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

2013-11-01

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

What affects teacher ratings of student behaviors? The potential influence of teachers' perceptions of the school environment and experiences.

PubMed

Pas, Elise T; Bradshaw, Catherine P

2014-12-01

Teachers serve as the natural raters of students within the school and classroom contexts. Yet teachers' ratings of their students may vary based on these contextual factors. The current study explored the extent to which teacher perceptions of the school environment predict their longitudinal ratings of student behaviors. Data for this study come from 702 teachers in 42 elementary schools. Teachers self-reported their perceptions of the school context at a single time point, and provided ratings of their students' behavior via the Teacher Observation of Classroom Adaption-Checklist (TOCA-C) across three school years. Latent profile analysis identified three latent classes of teachers based on their ratings of school organizational health, burnout, and efficacy. A regression framework demonstrated an association between the baseline profiles in relation to TOCA-C ratings of student behavior across 3 years. Teachers with more favorable perceptions of the environment had lower initial ratings of concentration problems, disruptive behavior, and internalizing symptoms, and higher ratings of prosocial behaviors and family involvement. They also showed slower growth in their ratings of emotion dysregulation and greater increases of their ratings of family involvement over time. This work is particularly important for determining the extent to which teacher ratings may be biased by teacher and contextual factors, and may have implications for the identification of teachers who may rate students poorly over time.

Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth

ERIC Educational Resources Information Center

Stewart, Shannon L.; Klassen, Janell; Hamza, Chloe

2016-01-01

Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging…

Self-regulation workshop and Occupational Performance Coaching with teachers: A pilot study.

PubMed

Hui, Caroline; Snider, Laurie; Couture, Mélanie

2016-04-01

Teachers' occupational role and performance can be undermined when working with students with disruptive classroom behaviours. This pilot study aimed to explore the impact of school-based occupational therapy intervention on teachers' classroom management self-efficacy and perceived performance/satisfaction in their management of students with disruptive behaviours. This pilot study used a multiple-case replication study design. A cohort of regular classroom elementary school teachers (n = 11) participated in a 1-day workshop on sensorimotor strategies for supporting student self-regulation followed by eight individual sessions of Occupational Performance Coaching (OPC). Measurement tools were the Canadian Occupational Performance Measure, Goal Attainment Scaling (GAS), and Teachers' Self-Efficacy Scale-Classroom Management. Improvement in teachers' perception of performance, satisfaction, and classroom management was seen. GAS showed clinically significant improvement. Improvements were sustained at 7 weeks follow-up. Preliminary results support the use of sensorimotor education combined with OPC to enable teachers' occupational performance. © CAOT 2016.

Teachers' beliefs about mental health needs in inner city elementary schools.

PubMed

Walter, Heather J; Gouze, Karen; Lim, Karen G

2006-01-01

To survey teachers' beliefs about mental health service needs in inner city elementary schools. A total of 119 teachers from six elementary schools in a major city in the midwestern United States were surveyed to assess their beliefs about the major mental health problems facing their schools, the major barriers to surmounting those problems, their preferences for mental health topics for in-service education, and their education, experience, knowledge, attitudes, and self-efficacy pertaining to mental health issues. Disruptive behavior was endorsed by approximately 50% of teachers as the largest mental health problem facing their schools, and lack of information/training was endorsed as the greatest barrier to surmounting mental health problems. The highest-rated topics for in-service education were disruptive behavior disorders and implementing behavior plans. Although most teachers had taught students with mental health problems, most had had little education in mental health and little consultation with mental health professionals. Correspondingly, teachers' knowledge about mental health issues was limited, and they did not feel confident about their ability to manage mental health problems in their classrooms. Teachers would benefit from education, training, and consultation from mental health professionals if they serve as effective gatekeepers to mental health services.

Real-time continuous glucose monitoring systems in the classroom/school environment.

PubMed

Benassi, Kari; Drobny, Jessica; Aye, Tandy

2013-05-01

Children with type 1 diabetes (T1D) spend 4-7 h/day in school with very little supervision of their diabetes management. Therefore, families have become more dependent on technology, such as use of real-time continuous glucose monitoring (RT-CGM), to provide increased supervision of their diabetes management. We sought to assess the impact of RT-CGM use in the classroom/school environment. Children with T1D using RT-CGM, their parents, and teachers completed a questionnaire about RT-CGM in the classroom/school environment. The RT-CGM was tolerated well in the classroom/school environment. Seventy percent of parents, 75% of students, and 51% of teachers found RT-CGM useful in the classroom/school environment. The students found the device to be more disruptive than did their parents and teachers. However, all three groups agreed that RT-CGM increased their comfort with diabetes management at school. Our study suggests that RT-CGM is useful and not disruptive in the classroom/school environment. The development of education materials for teachers could further increase its acceptance in the classroom/school environment.

Observation

ERIC Educational Resources Information Center

Helfrich, Shannon

2016-01-01

Helfrich addresses two perspectives from which to think about observation in the classroom: that of the teacher observing her classroom, her group, and its needs, and that of the outside observer coming into the classroom. Offering advice from her own experience, she encourages and defends both. Do not be afraid of the disruption of outside…

Structured Free-Play to Reduce Disruptive Activity Changes in a Head Start Classroom.

ERIC Educational Resources Information Center

Stollar, Stephanie A.; And Others

1994-01-01

Developed intervention to decrease number of inappropriate activity changes in Head Start classroom. Measurement of rate of activity changes was taken for two target children and comparison children. Intervention was able to reduce inappropriate activity changes by adding relatively unobtrusive classroom structure to activities. (Author/NB)

Back on Track: Approaches to Managing Highly Disruptive School Classes

ERIC Educational Resources Information Center

Vaaland, Grete S.

2017-01-01

Teaching and learning are at stake when classrooms become highly disruptive and pupils ignore the teacher's instructions and leadership. Re-establishing teacher authority in a highly disruptive school class is an understudied area. This instrumental multiple case study aimed to reveal concepts and conceptual frameworks that are suitable for…

Don't Do That! And Other Counseling Strategies for the Chronically Disruptive.

ERIC Educational Resources Information Center

Eyde, Donna R.; Fink, Albert H.

This monograph, designed to aid school counselors in their work with students and classroom teachers, reviews the multiple causes of school disturbance and the varied needs of students labeled chronically disruptive. The distinction between chronic disrupters and students with emotional problems is discussed; related issues of school violence,…

Problem Behavior and Urban, Low-Income Youth

PubMed Central

Lewis, Kendra M.; Schure, Marc B.; Bavarian, Niloofar; DuBois, David L.; Day, Joseph; Ji, Peter; Silverthorn, Naida; Acock, Alan; Vuchinich, Samuel; Flay, Brian R.

2013-01-01

Background Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design A matched-pair, cluster RCT. Setting/participants Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive and violent behaviors; parents rated youths’ bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only); and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from −0.26 to −0.68. Conclusions These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings and to middle school–aged youth. Trial registration This study is registered at ClinicalTrials.gov NCT01025674. PMID:23683980

Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago.

PubMed

Lewis, Kendra M; Schure, Marc B; Bavarian, Niloofar; DuBois, David L; Day, Joseph; Ji, Peter; Silverthorn, Naida; Acock, Alan; Vuchinich, Samuel; Flay, Brian R

2013-06-01

Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. To evaluate the effects of a school-based social-emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. A matched-pair, cluster RCT. Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. The Positive Action program includes a scoped and sequenced K-12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths' bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from -0.26 to -0.68. These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school-aged youth. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Cell Phones in the Classroom: Teachers' Perspectives of Inclusion, Benefits, and Barriers

ERIC Educational Resources Information Center

Thomas, Kevin M.; O'Bannon, Blanche W.; Bolton, Natalie

2013-01-01

Historically viewed as a disruption by teachers, cell phones have been banned from 69% of classrooms (Common Sense Media, 2009). The increased ubiquity and instructional features of cell phones have prompted some teachers to re-evaluate the ban and consider the benefits associated with allowing cell phones in the classroom. This study surveyed 79…

Development of a Short-Form Version of the Physical Education Classroom Instrument: Measuring Secondary Pupils' Disruptive Behaviours

ERIC Educational Resources Information Center

Krech, Paul R.; Kulinna, Pamela H.; Cothran, Donetta

2010-01-01

Background: Effective classroom management is the cornerstone of successful teaching. Behavioural issues affect the classroom climate as well as the time available for learning. Pupil misbehaviours can also contribute to teacher stress and burn out resulting in teachers leaving the profession. It is important for us to understand more about pupil…

A Mixed-Methods Evaluation of the Longer-Term Implementation and Utility of a Teacher Classroom Management Training Programme in Irish Primary Schools

ERIC Educational Resources Information Center

Leckey, Yvonne; Hyland, Lynda; Hickey, Gráinne; Lodge, Anne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Donnelly, Michael; McGilloway, Sinéad

2016-01-01

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to…

Associations between Peer Bullying and Classroom Concentration: Evidence for Mediation by Perceived Personal Safety and Relationship with Teacher

ERIC Educational Resources Information Center

Boulton, Michael; Woodmansey, Helen; Williams, Emma; Spells, Ruth; Nicholas, Beth; Laxton, Eleanor; Holman, Gemma; Duke, Elizabeth

2012-01-01

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9-11-year-old children attending seven junior schools in the UK, we tested a model in which children's perceived safety in two contexts (classroom and…

"You're Wearing Kurt's Necklace!"The Rhetorical Power of "Glee" in the Literacy Classroom

ERIC Educational Resources Information Center

Falter, Michelle M.

2014-01-01

Adolescents often bring popular culture into school, but often these literacies are not embraced or taught in the English classroom. The author makes the case for using "Glee" in the classroom by demonstrating its persuasive power to disrupt heteronormative notions of gender and sexuality with teens. The author uses a feminist rhetorical…

Validation of the Classroom Behavior Inventory

ERIC Educational Resources Information Center

Blunden, Dale; And Others

1974-01-01

Factor-analytic methods were used toassess contruct validity of the Classroom Behavior Inventory, a scale for rating behaviors associated with hyperactivity. The Classroom Behavior Inventory measures three dimensions of behavior: Hyperactivity, Hostility, and Sociability. Significant concurrent validity was obtained for only one Classroom Behavior…

Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children.

PubMed

Bagner, Daniel M; Boggs, Stephen R; Eyberg, Sheila M

2010-02-01

This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen's kappa coefficients ranging from .69 to .95 (M = .82). Convergent validity of the REDSOCS categories was supported by significant correlations with the Intensity Scale of the Sutter-Eyberg Student Behavior Inventory-Revised and related subscales of the Conners' Teacher Rating Scale-Revised: Long Version (CTRS-R: L). Divergent validity was indicated by nonsignificant correlations between REDSOCS categories and scales on the CTRS-R: L expected not to relate to disruptive classroom behavior. Treatment sensitivity was demonstrated for two of the three primary REDSOCS categories by significant pre to posttreatment changes. This study provides psychometric support for the designation of REDSOCS as an evidence-based assessment procedure for young children.

Why We Need a Single Definition of Disruptive Behavior.

PubMed

Petrovic, Michelle A; Scholl, Adam T

2018-03-18

Disruptive behavior is known to produce a wide range of negative effects in healthcare, such as impacting patient safety, lowering employee morale, and decreasing employee retention. Healthcare organizations have worked towards eliminating disruptive behavior; however, despite countless interventions, the issue continues to be a problem today. Why then does the issue of disruptive behavior persist? We argue that one reason is the multiple ways disruptive behavior can be described, henceforth defined as the "plurality of terms", which can make it difficult to collect relevant data by doing a simple literature search. Hence, we believe having a single definition for "disruptive behavior" will improve the meta-analysis on disruptive behavior research.

A survey of acoustic conditions and noise levels in secondary school classrooms in England.

PubMed

Shield, Bridget; Conetta, Robert; Dockrell, Julie; Connolly, Daniel; Cox, Trevor; Mydlarz, Charles

2015-01-01

An acoustic survey of secondary schools in England has been undertaken. Room acoustic parameters and background noise levels were measured in 185 unoccupied spaces in 13 schools to provide information on the typical acoustic environment of secondary schools. The unoccupied acoustic and noise data were correlated with various physical characteristics of the spaces. Room height and the amount of glazing were related to the unoccupied reverberation time and therefore need to be controlled to reduce reverberation to suitable levels for teaching and learning. Further analysis of the unoccupied data showed that the introduction of legislation relating to school acoustics in England and Wales in 2003 approximately doubled the number of school spaces complying with current standards. Noise levels were also measured during 274 lessons to examine typical levels generated during teaching activities in secondary schools and to investigate the influence of acoustic design on working noise levels in the classroom. Comparison of unoccupied and occupied data showed that unoccupied acoustic conditions affect the noise levels occurring during lessons. They were also related to the time spent in disruption to the lessons (e.g., students talking or shouting) and so may also have an impact upon student behavior in the classroom.

Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches. Second Edition

ERIC Educational Resources Information Center

Martella, Ronald C.; Nelson, J. Ron; Marchand-Martella, Nancy E.; O'Reilly, Mark

2011-01-01

"Comprehensive Behavior Management: Schoolwide, Classroom, and Individualized Approaches" supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behavior management strategies: individual, classroom, and schoolwide, all…

Evaluation of a class wide teaching program for developing preschool life skills.

PubMed

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

PubMed Central

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

Observational Assessment of Preschool Disruptive Behavior, Part II: validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS).

PubMed

Wakschlag, Lauren S; Briggs-Gowan, Margaret J; Hill, Carri; Danis, Barbara; Leventhal, Bennett L; Keenan, Kate; Egger, Helen L; Cicchetti, Domenic; Burns, James; Carter, Alice S

2008-06-01

To examine the validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), a new observational method for assessing preschool disruptive behavior. A total of 327 behaviorally heterogeneous preschoolers from low-income environments comprised the validation sample. Parent and teacher reports were used to identify children with clinically significant disruptive behavior. The DB-DOS assessed observed disruptive behavior in two domains, problems in Behavioral Regulation and Anger Modulation, across three interactional contexts: Examiner Engaged, Examiner Busy, and Parent. Convergent and divergent validity of the DB-DOS were tested in relation to parent and teacher reports and independently observed behavior. Clinical validity was tested in terms of criterion and incremental validity of the DB-DOS for discriminating disruptive behavior status and impairment, concurrently and longitudinally. DB-DOS scores were significantly associated with reported and independently observed behavior in a theoretically meaningful fashion. Scores from both DB-DOS domains and each of the three DB-DOS contexts contributed uniquely to discrimination of disruptive behavior status, concurrently and predictively. Observed behavior on the DB-DOS also contributed incrementally to prediction of impairment over time, beyond variance explained by meeting DSM-IV disruptive behavior disorder symptom criteria based on parent/teacher report. The multidomain, multicontext approach of the DB-DOS is a valid method for direct assessment of preschool disruptive behavior. This approach shows promise for enhancing accurate identification of clinically significant disruptive behavior in young children and for characterizing subtypes in a manner that can directly inform etiological and intervention research.

Effects of Head Start REDI on Children’s Outcomes One Year Later in Different Kindergarten Contexts

PubMed Central

Bierman, Karen L.; Nix, Robert L.; Heinrichs, Brenda S.; Domitrovich, Celene E.; Gest, Scott D.; Welsh, Janet A.; Gill, Sukhdeep

2013-01-01

One year after participating in the REDI (Research-based, Developmentally-Informed) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American, 54% girls; mean age 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. PMID:23647355

Treatment of Tourette syndrome.

PubMed

Kurlan, Roger M

2014-01-01

Tourette's syndrome (TS) consists of chronic motor and phonic tics and characteristically begins in childhood. The tics can be disabling and commonly associated behavioral comorbities such as attention deficit hyperactivity disorder (ADHD) and obsessive-compulsive disorder (OCD), can also cause problems in daily functioning. The underlying etiology and neurobiology of TS remain unknown although genetic factors appear to be important, cortical control of basal ganglia motor function appears to be disturbed and neurochemical abnormalities, particularly involving dopamine neurotransmission, are likely present. The treatment of TS involves appropriate education and support. Tics can be treated with habit reversal cognitive behavioral therapy, medications (most commonly alpha agonists and antipsychotics), local intramuscular injections of botulinum toxin and some severe, refractory cases have responded to deep brain stimulation surgery (DBS). It is important to appropriately diagnose and treat comorbid behavioral disorders that are disrupting function. OCD can be treated with cognitive behavioral therapy, selective serotonin reuptake inhibitors, and atypical antipsychotics. DBS has become a treatment option for patients with disabling OCD despite other therapies. ADHD is treated with appropriate classroom accommodations, behavioral therapy, alpha agonists, atomoxetine or methylphenidate-containing stimulant drugs.

Evidence-Based Classroom Behaviour Management Strategies

ERIC Educational Resources Information Center

Parsonson, Barry S.

2012-01-01

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student…

Online Learning for All Students

ERIC Educational Resources Information Center

Webb, Kathleen L.

2009-01-01

Most online learning has taken the typical classroom and extended it to a new delivery method, keeping all the essential classroom elements in place. Christensen predicts that online education will be a "disruptive" innovation--an innovation that begins by serving a marginalized group, such as the students who drop out because the…

Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes

PubMed Central

Yudron, Monica; Jones, Stephanie M.; Raver, C. Cybele

2016-01-01

In this paper, we examine common methods for using individual-level data to represent classroom composition by examining exemplary studies that thoughtfully incorporate such measures. Building on these studies, and using data from the Chicago School Readiness Project (CSRP), this paper examines theoretical and analytical implications of a set of different transformations of individual ratings of child externalizing behaviors in order to examine and compare the influence of these representations of classroom composition on Kindergarten internalizing behaviors, social competence, and attention/impulsivity problems. Results indicate that each Kindergarten outcome is influenced by distinct aspects of classroom composition of externalizing behaviors. Kindergarten internalizing behaviors are positively associated with the proportion of children in the Head Start classroom who started with externalizing scores above the 75th percentile regardless of the average value of externalizing behaviors in the classroom. In contrast, Kindergarten social competence is predicted by three aspects of the classroom distribution of externalizing behaviors in the fall of Head Start—the classroom mean, standard deviation, and skew. Finally, Kindergarten attention/impulsivity problems were not associated with any aspect of classroom composition of externalizing behavior examined in this paper. PMID:28275289

Managing Disruptive Behaviour in the Classroom

ERIC Educational Resources Information Center

Deering, Catherine

2011-01-01

Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour. However, studies show that faculty are often reluctant to confront these situations, or they feel ill-equipped to intervene. If the behaviour escalates, a disproportionate amount of time and effort can be spent trying to…

Literature on the Safe and Disruptive Learning Potential of Mobile Technologies

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Ntloedibe-Kuswani, G. S.

2010-01-01

Worldwide growth in use of mobile phones has fostered the emergence of mobile learning. Mobile technologies are used both in classrooms to support instruction (safe) and as tools that significantly change instructional activities, learner roles, and learning location (disruptive). Learners become less consumers of information and more…

Chaotic Homes and Children’s Disruptive Behavior

PubMed Central

Jaffee, Sara R.; Haworth, Claire M. A.; Davis, Oliver S. P.; Plomin, Robert

2012-01-01

Chaotic home lives are correlated with behavior problems in children. In the study reported here, we tested whether there was a cross-lagged relation between children’s experience of chaos and their disruptive behaviors (conduct problems and hyperactivity-inattention). Using genetically informative models, we then tested for the first time whether the influence of household chaos on disruptive behavior was environmentally mediated and whether genetic influences on children’s disruptive behaviors accounted for the heritability of household chaos. We measured children’s perceptions of household chaos and parents’ ratings of children’s disruptive behavior at ages 9 and 12 in a sample of 6,286 twin pairs from the Twins Early Development Study (TEDS). There was a phenotypic cross-lagged relation between children’s experiences of household chaos and their disruptive behavior. In genetically informative models, we found that the effect of household chaos on subsequent disruptive behavior was environmentally mediated. However, genetic influences on disruptive behavior did not explain why household chaos was heritable. PMID:22547656

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

PubMed Central

Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W.; Jackson, Daisy R.

2014-01-01

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties—social network equity—had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools. PMID:24081319

Disruptive Technology: Saving Money and Inspiring Engagement in Professional Staff.

PubMed

McPherson, Penne; Talbot, Elizabeth

Competent, efficient, and cost-effective delivery of professional development is a challenge in health care. Collaboration of teaching methodologies with academia and acute care offers fresh perspectives and delivery methods that can facilitate optimal outcomes. One multihospital system introduced the academic "flipped classroom" model to its acute care setting and integrated it into professional development requirements. The concept of the flipped classroom requires independent student engagement prior to classroom activities versus the traditional classroom lecture model. Results realized a cost savings in 2 years of $28,737 in addition to positive employee engagement.

Committee Opinion No. 683: Behavior That Undermines a Culture of Safety.

PubMed

2017-01-01

A key element of an organizational safety culture is maintaining an environment of professionalism that encourages communication and promotes high-quality care. Behavior that undermines a culture of safety, including disruptive or intimidating behavior, has a negative effect on the quality and safety of patient care. Intimidating behavior and disruptive behavior are unprofessional and should not be tolerated. Confronting disruptive individuals is difficult. Co-workers often are reluctant to report disruptive behavior because of fear of retaliation and the stigma associated with "blowing the whistle" on a colleague. Additionally, negative behavior of revenue-generating physicians may be overlooked because of concern about the perceived consequences of confronting them. The Joint Commission requires that hospitals establish a code of conduct that "defines acceptable behavior and behavior that undermines a culture of safety." Clear standards of behavior that acknowledge the consequences of disruptive and intimidating behavior must be established and communicated. Institutions and practices should develop a multifaceted approach to address disruptive behavior. Confidential reporting systems and assistance programs for physicians who exhibit disruptive behavior should be established. A concerted effort should be made within each organization to educate staff (ie, medical, nursing, and ancillary staff) about the potential negative effects of disruptive and inappropriate behavior. A clearly delineated hospital-wide policy and procedure relating to disruptive behavior should be developed and enforced by hospital administration. To preserve professional standing, physicians should understand how to respond to and mitigate the effect of complaints or reports.

Classroom Behavior Patterns of EMH, LD, and EH Students.

ERIC Educational Resources Information Center

McKinney, James D.; Forman, Susan G.

1982-01-01

Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

Telling Stories of Violence in Adult ESL Classrooms: Disrupting Safe Spaces

ERIC Educational Resources Information Center

Waterhouse, Monica

2016-01-01

This article develops a complex understanding of safe space in relation to adult refugee learners' oral literacy practice of telling stories of violent life experiences in English as a second language (ESL) classrooms. A rhizoanalytic approach brings theoretical and empirical elements into conversation to ask two questions. Can the exigencies of…

Too Many Pieces: A Study of Teacher Fragmentation in the Elementary School.

ERIC Educational Resources Information Center

Klugman, Edgar; And Others

Fragmentation of elementary school teachers' time and attention is an almost universal problem. Frequent coming and going of children to and from the classroom for legitimate purposes disrupts and distracts the teacher and other students. Children receiving special education services frequently leave the classroom for half-hour periods, thus…

Has Discipline in School Deteriorated? PISA in Focus. No. 4

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2011

2011-01-01

Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin. Interruptions in the classroom disrupt students' concentration on, and their engagement in, their lessons. Popular belief has it that every successive crop of…

Art and Transformation: Embodied Action in a First-Grade Art Class

ERIC Educational Resources Information Center

Hartjen, Lisa F.

2012-01-01

In this article, the author shares her kinesthetic-based art classroom unit. The kinesthetic-based art unit was originally designed to address disparities in learning styles present in her art classroom. In particular, students who were generally disruptive during teacher-centered art instruction often focused easily during lessons infused with…

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

PubMed

Kim, Ha Yeon; Cappella, Elise

2016-03-01

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

Normative influences on aggression in urban elementary school classrooms.

PubMed

Henry, D; Guerra, N; Huesmann, R; Tolan, P; VanAcker, R; Eron, L

2000-02-01

We report a study aimed at understanding the effects of classroom normative influences on individual aggressive behavior, using samples of 614 and 427 urban elementary school children. Participants were assessed with measures of aggressive behavior and normative beliefs about aggression. We tested hypotheses related to the effects of personal normative beliefs, descriptive classroom norms (the central tendency of classmates' aggressive behavior), injunctive classroom normative beliefs (classmates' beliefs about the acceptability of aggression), and norm salience (student and teacher sanctions against aggression) on longitudinal changes in aggressive behavior and beliefs. injunctive norms affected individual normative beliefs and aggression, but descriptive norms had no effect on either. In classrooms where students and teachers made norms against aggression salient, aggressive behavior diminished over time. Implications for classroom behavior management and further research are discussed.

Dealing with Disruptive Behavior of Adult Learners

ERIC Educational Resources Information Center

Dobmeier, Robert; Moran, Joseph

2008-01-01

The adult education literature on disruptive behavior of adult learners was reviewed and a survey on disruptive behavior of adult learners was conducted with adult educators. The findings are synthesized in a conceptual framework for understanding the types and causes of disruptive behavior, which fall into the categories of inattention,…

Burnout among Teachers: Students' and Teachers' Perceptions Compared

ERIC Educational Resources Information Center

Evers, Will J. G.; Tomic, Welko; Brouwers, Andre

2004-01-01

The aim of this study was to explore students' and teachers' perceptions of teacher burnout in relation to the occurrence of disruptive student classroom behaviour and the teachers' competence to cope with this kind of behaviour. First, the study shows that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived…

Adding Color to Conflict: Disruptive Students' Drawings of Themselves with Their Teachers

ERIC Educational Resources Information Center

McGrath, Kevin Francis; Van Bergen, Penny; Sweller, Naomi

2017-01-01

Building on work examining teachers' perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher…

A Day in Third Grade: A Large-Scale Study of Classroom Quality and Teacher and Student Behavior

ERIC Educational Resources Information Center

Elementary School Journal, 2005

2005-01-01

Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…

Caregiver Cognition and Behavior in Day-Care Classrooms.

ERIC Educational Resources Information Center

Holloway, Susan D.

A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses…

An organizational assessment of disruptive clinician behavior: findings and implications.

PubMed

Walrath, Jo M; Dang, Deborah; Nyberg, Dorothy

2013-01-01

This study investigated registered nurses' (RNs) and physicians' (MD) experiences with disruptive behavior, triggers, responses, and impacts on clinicians, patients, and the organization. Using the Disruptive Clinician Behavior Survey for Hospital Settings, it was found that RNs experienced a significantly higher frequency of disruptive behaviors and triggers than MDs; MDs (45% of 295) and RNs (37% of 689) reported that their peer's disruptive behavior affected them most negatively. The most frequently occurring trigger was pressure from high census, volume, and patient flow; 189 incidences of harm to patients as a result of disruptive behavior were reported. Findings provide organizational leaders with evidence to customize interventions to strengthen the culture of safety.

Aggressive Marital Conflict, Maternal Harsh Punishment, and Child Aggressive-Disruptive Behavior: Evidence for Direct and Mediated Relations

PubMed Central

Erath, Stephen A.; Bierman, Karen L.

2009-01-01

Direct associations between aggressive marital conflict and child aggressive-disruptive behavior at home and school were explored in this cross-sectional study of 360 kindergarten children. In addition, mediated pathways linking aggressive marital conflict to maternal harsh punishment to child aggressive-disruptive behavior were examined. Moderation analyses explored how the overall frequency of marital disagreement might buffer or exacerbate the impact of aggressive marital conflict on maternal harsh punishment and child aggressive-disruptive behavior. Hierarchical regressions revealed direct pathways linking aggressive marital conflict to child aggressive-disruptive behavior at home and school and a partially mediated pathway linking aggressive marital conflict to child aggressive-disruptive behavior at home. Further analyses revealed that rates of marital disagreement moderated the association between aggressive marital conflict and child aggressive-disruptive behavior at home, with an attenuated association at high rates of marital disagreement as compared with low rates of marital disagreement. PMID:16756397

Longitudinal Prediction of Disruptive Behavior Disorders in Adolescent Males from Multiple Risk Domains

PubMed Central

Trentacosta, Christopher J.; Hyde, Luke W.; Goodlett, Benjamin D.; Shaw, Daniel S.

2012-01-01

The disruptive behavior disorders are among the most prevalent youth psychiatric disorders, and they predict numerous problematic outcomes in adulthood. This study examined multiple domains of risk during early childhood and early adolescence as longitudinal predictors of disruptive behavior disorder diagnoses among adolescent males. Early adolescent risks in the domains of sociodemographic factors, the caregiving context, and youth attributes were examined as mediators of associations between early childhood risks and disruptive behavior disorder diagnoses. Participants were 309 males from a longitudinal study of low-income mothers and their sons. Caregiving and youth risk during early adolescence each predicted the likelihood of receiving a disruptive behavior disorder diagnosis. Furthermore, sociodemographic and caregiving risk during early childhood were indirectly associated with disruptive behavior disorder diagnoses via their association with early adolescent risk. The findings suggest that preventive interventions targeting risk across domains may reduce the prevalence of disruptive behavior disorders. PMID:23239427

Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children

PubMed Central

Bagner, Daniel M.; Boggs, Stephen R.; Eyberg, Sheila M.

2011-01-01

This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen’s kappa coefficients ranging from .69 to .95 (M = .82). Convergent validity of the REDSOCS categories was supported by significant correlations with the Intensity Scale of the Sutter-Eyberg Student Behavior Inventory-Revised and related subscales of the Conners’ Teacher Rating Scale-Revised: Long Version (CTRS-R: L). Divergent validity was indicated by nonsignificant correlations between REDSOCS categories and scales on the CTRS-R: L expected not to relate to disruptive classroom behavior. Treatment sensitivity was demonstrated for two of the three primary REDSOCS categories by significant pre to posttreatment changes. This study provides psychometric support for the designation of REDSOCS as an evidence-based assessment procedure for young children. PMID:21687781

Impact of a Classroom Behavior Management Intervention on Teacher Risk Ratings for Student Behavior

ERIC Educational Resources Information Center

Hansen, William B.; Bishop, Dana C.; Jackson-Newsom, Julia

2010-01-01

Classroom behavior management interventions have been used successfully with drug prevention programs to prevent subsequent antisocial behavior and substance use among youth. This article presents results from implementation of the All Stars Challenge, a classroom-based behavior management component to a drug prevention program for fifth graders.…

Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

ERIC Educational Resources Information Center

Sutherland, Kevin S.; Singh, Nirbhay N.

2004-01-01

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…

Invited article: Managing disruptive physician behavior: impact on staff relationships and patient care.

PubMed

Rosenstein, Alan H; O'Daniel, Michelle

2008-04-22

Disruptive behavior can have a significant impact on care delivery, which can adversely affect patient safety and quality outcomes of care. Disruptive behavior occurs across all disciplines but is of particular concern when it involves physicians and nurses who have primary responsibility for patient care. There is a higher frequency of disruptive behavior in neurologists compared to most other nonsurgical specialties. Disruptive behavior causes stress, anxiety, frustration, and anger, which can impede communication and collaboration, which can result in avoidable medical errors, adverse events, and other compromises in quality care. Health care organizations need to be aware of the significance of disruptive behaviors and develop appropriate policies, standards, and procedures to effectively deal with this serious issue and reinforce appropriate standards of behavior. Having a better understanding of what contributes to, incites, or provokes disruptive behaviors will help organizations provide appropriate educational and training programs that can lessen the likelihood of occurrence and improve the overall effectiveness of communication among the health care team.

Inquiry-Based Examination of Chemical Disruption of Bacterial Biofilms

ERIC Educational Resources Information Center

Redelman, Carly V.; Hawkins, Misty A. W.; Drumwright, Franklin R.; Ransdell, Beverly; Marrs, Kathleen; Anderson, Gregory G.

2012-01-01

Inquiry-based instruction in the sciences has been demonstrated as a successful educational strategy to use for both high school and college science classrooms. As participants in the NSF Graduate STEM Fellows in K-12 Education (GK-12) Program, we were tasked with creating novel inquiry-based activities for high school classrooms. As a way to…

Disrupting the Forrest Gump Effect: Countering Suggestibility in the Social Studies Classroom through the Use of Actual Footage

ERIC Educational Resources Information Center

Nathan, Judith Raizy

2017-01-01

Film is a tool used in the social studies classroom, even if it contradicts documented history. Suggestibility, the incorporation of misinformation from historical feature film, is commonplace, and some social studies instructional methods exacerbate inaccurate memories. Existing research indicates that attempts to counter suggestibility have met…

The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to "The Bomb in the Basement"

ERIC Educational Resources Information Center

Hutchings, Maggie; Quinney, Anne

2015-01-01

The adoption of enabling technologies by universities provides unprecedented opportunities for flipping the classroom to achieve student-centred learning. While higher education policies focus on placing students at the heart of the education process, the propensity for student identities to shift from partners in learning to consumers of…

Learning and Schooling in the Age of Mobilism

ERIC Educational Resources Information Center

Norris, Cathleen A.; Soloway, Elliot

2011-01-01

Speeding past the Steve Jobs Post-PC Era into the Age of Mobilism, the authors foresee how, by 2015, each and every student in America's K-12 classrooms will be using their own mobile computing device, with those devices engendering the most disruptive transformation in education in 150 years. Classrooms will move from today's "I Teach"…

Revisiting "Pearl Harbor": Resistance to Reel and Real Events in an English Language Classroom

ERIC Educational Resources Information Center

Mackie, Ardiss; Norton, Bonny

2006-01-01

In this article, we draw on disruptive scenes in a postsecondary classroom to examine a critical incident concerning conflicting readings of the film "Pearl Harbor" (2001). We raise crucial questions for pedagogical work with popular film: Who speaks for whom about the meaning of a given film? Under what conditions do students resist…

A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.

PubMed

Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen

2013-10-01

This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Good Behavior Game: A Classroom-Behavior Intervention Effective across Cultures

ERIC Educational Resources Information Center

Nolan, Julene D.; Houlihan, Daniel; Wanzek, Megan; Jenson, William R.

2014-01-01

Few classroom behavioral interventions have been thoroughly studied using culturally and linguistically diverse populations, international student populations, or those from diverse socio-economic backgrounds. Yet, having such tools for school psychologists and teachers is critical for behavior management in the classroom. One important exception…

Locus of Control, Motives and Crime Prevention Attitudes of Classroom Facilitators and Inhibitors.

ERIC Educational Resources Information Center

Gnagey, William J.

It is time to stop blaming the rise in serious student misbehavior on families, peers, teachers, school systems and society, and to begin to hold students responsible for their own actions. To compare the personal characteristics of disruptive and "normal" students, teachers in a small high school identified 69 inhibitors (disruptive students) and…

Critical Thinking Activities and the Enhancement of Ethical Awareness: An Application of a "Rhetoric of Disruption" to the Undergraduate General Education Classroom

ERIC Educational Resources Information Center

Murray, Jeffrey W.

2015-01-01

This article explores how critical thinking activities and assignments can function to enhance students' ethical awareness and sense of civic responsibility. Employing Levinas's Other-centered theory of ethics, Burke's notion of "the paradox of substance", and Murray's concept of "a rhetoric of disruption", this article…

A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell

2014-01-01

In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…

Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

ERIC Educational Resources Information Center

Myers, Scott A.; Goldman, Zachary W.; Atkinson, Jordan; Ball, Hannah; Carton, Shannon T.; Tindage, Melissa F.; Anderson, Amena O.

2016-01-01

The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large…

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

PubMed

Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

2015-02-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Girls’ Disruptive Behavior and its Relationship to Family Functioning: A Review

PubMed Central

Kroneman, Leoniek M.; Loeber, Rolf; Hipwell, Alison E.; Koot, Hans M.

2009-01-01

Although a number of reviews of gender differences in disruptive behavior and parental socialization exist, we extend this literature by addressing the question of differential development among girls and by placing both disruptive behavior and parenting behavior in a developmental framework. Clarifying the heterogeneity of development in girls is important for developing and optimizing gender-specific prevention and treatment programs. In the current review, we describe the unique aspects of the development of disruptive behavior in girls and explore how the gender-specific development of disruptive behavior can be explained by family linked risk and protective processes. Based on this review, we formulate a gender-specific reciprocal model of the influence of social factors on the development of disruptive behavior in girls in order to steer further research and better inform prevention and treatment programs. PMID:20161077

Examining the Impact of a Positive Behavior Support Program and Direct Instruction of Social and Emotional Learning Skills on the Externalizing Behaviors of Disruptive Youth

ERIC Educational Resources Information Center

Jones, Darla Renee

2014-01-01

Many adolescent disruptive youth in Pennsylvania are removed from traditional school settings for externalizing behaviors including aggression, defying authority, poor relationships with peers and adults, disruptive behaviors, and bullying. Post-school outcomes of adolescent disruptive youth remain dismal, and these students are the most…

Effects of noise and reverberation on speech perception and listening comprehension of children and adults in a classroom-like setting.

PubMed

Klatte, Maria; Lachmann, Thomas; Meis, Markus

2010-01-01

The effects of classroom noise and background speech on speech perception, measured by word-to-picture matching, and listening comprehension, measured by execution of oral instructions, were assessed in first- and third-grade children and adults in a classroom-like setting. For speech perception, in addition to noise, reverberation time (RT) was varied by conducting the experiment in two virtual classrooms with mean RT = 0.47 versus RT = 1.1 s. Children were more impaired than adults by background sounds in both speech perception and listening comprehension. Classroom noise evoked a reliable disruption in children's speech perception even under conditions of short reverberation. RT had no effect on speech perception in silence, but evoked a severe increase in the impairments due to background sounds in all age groups. For listening comprehension, impairments due to background sounds were found in the children, stronger for first- than for third-graders, whereas adults were unaffected. Compared to classroom noise, background speech had a smaller effect on speech perception, but a stronger effect on listening comprehension, remaining significant when speech perception was controlled. This indicates that background speech affects higher-order cognitive processes involved in children's comprehension. Children's ratings of the sound-induced disturbance were low overall and uncorrelated to the actual disruption, indicating that the children did not consciously realize the detrimental effects. The present results confirm earlier findings on the substantial impact of noise and reverberation on children's speech perception, and extend these to classroom-like environmental settings and listening demands closely resembling those faced by children at school.

Habit and Behavioral Intentions as Predictors of Social Behavior.

PubMed

Landis, Dan; Triandis, Harry C; Adamopoulos, John

1978-12-01

This research assessed the relative impact of habit and behavioral intentions in predicting classroom teacher behavior, using a model proposed by Triandis. Responses from a behavioral differential, as well as two hours of classroom observations, were taken on 77 male and female black and white junior high school teachers. The classroom observation technique (STOIC) obtained the frequencies of emitted behaviors (both verbal and nonverbal), categorized by race and sex of the target child. Results indicated that habit was a more potent predictor of classroom behavior than intentions. However, a post-hoc analysis supported the notion that intentions become important when the habit component can be suppressed.

The disruptive orthopaedic surgeon: implications for patient safety and malpractice liability.

PubMed

Patel, Pranay; Robinson, Brooke S; Novicoff, Wendy M; Dunnington, Gary L; Brenner, Michael J; Saleh, Khaled J

2011-11-02

Disruptive physician behavior imperils patient safety, erodes the morale of other health care providers, and dramatically increases the risk of malpractice litigation. Increasing patient volume, decreasing physician reimbursement, malpractice litigation, elevated stress, and growing job dissatisfaction have been implicated in disruptive behavior, which has emerged as one of the major challenges in health care. Because the aging patient population relies increasingly on orthopaedic services to maintain quality of life, improving professionalism and eradicating disruptive behavior are urgent concerns in orthopaedic surgery. Although many steps have been taken by The Joint Commission to improve patient care and define disruptive behavior, there is further room for improvement by physicians. Barriers to eliminating disruptive behavior by orthopaedic surgeons include fear of retaliation, lack of awareness among the surgeon's peers, and financial factors. Surgeons have a duty to address patterns of negative peer behavior for the benefit of patient care. This manuscript addresses the causes and consequences of disruptive physician behavior as well as management strategies, especially in orthopaedic surgery.

Coparenting and children's disruptive behavior: Interacting processes for parenting sense of competence.

PubMed

Latham, Rachel M; Mark, Katharine M; Oliver, Bonamy R

2018-02-01

Parenting sense of competence (PSOC) is a critical aspect of parental adjustment that may be undermined by children's disruptive behavior. Interparental relationships have been shown to shape how parents react and respond to their children's characteristics, but little is known about the role of parenting teamwork, known as 'coparenting.' We examined mothers' and fathers' perceptions of children's disruptive behavior and the quality of coparenting, as well as their interaction in association with PSOC. Mothers and fathers from 108 'intact' families participating in the Twins, Family, and Behavior (TFaB) Study reported on their children's disruptive behavior, coparenting and PSOC via postal questionnaire (Mchild age = 6 years, SDchild age = 6.12 months). Dyadic multilevel analyses revealed that higher levels of children's disruptive behavior related to lower levels of parents' PSOC and perceptions of higher-quality coparenting were associated with higher PSOC. Notably, and as hypothesized, there was a significant interaction between coparenting and children's disruptive behavior such that perceptions of high quality coparenting buffered PSOC from its negative association with children's disruptive behavior. High-quality coparenting is an important aspect of family functioning that may protect the PSOC of parents dealing with high levels of children's disruptive behavior. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.

2012-01-01

Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined…

Preschool Children's Observed Disruptive Behavior: Variations across Sex, Interactional Context, and Disruptive Psychopathology

ERIC Educational Resources Information Center

Gray, Sarah A. O.; Carter, Alice S.; Briggs-Gowan, Margaret J.; Hill, Carri; Danis, Barbara; Keenan, Kate; Wakschlag, Lauren S.

2012-01-01

Sex differences in disruptive behavior and sensitivity to social context are documented, but the intersection between them is rarely examined empirically. This report focuses on sex differences in observed disruptive behavior across interactional contexts and diagnostic status. Preschoolers (n = 327) were classified as nondisruptive (51%),…

Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Oliver, Regina M.; Reschly, Daniel J.

2010-01-01

Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…

The Influence of Cultural Values on Classroom Behaviors of Adult Vietnamese Refugees.

ERIC Educational Resources Information Center

Boss, Roberta S.

A study examined the influence of cultural values on classroom behaviors of adult Vietnamese refugees. More specifically, the study was designed to determine the effect of culturally acquired attitudes and personality traits on the refugees' classroom behaviors, the relationship between these behaviors and the cognitive learning styles favored by…

Behavioral Interventions in Schools: Evidence-Based Positive Strategies. School Psychology Series

ERIC Educational Resources Information Center

Akin-Little, Angeleque, Ed.; Little, Steven G., Ed.; Bray, Melissa A., Ed.; Kehle, Thomas J., Ed.

2009-01-01

The emotional and behavioral problems of students in the classroom are a major concern for teachers, administrators, and the public. Without effective behavior management, a positive and productive classroom environment is impossible to achieve. Forty years of scientific research supports the efficacy of behavioral interventions in the classroom,…

Gay and Lesbian Literature Disrupting the Heteronormative Space of the High School English Classroom

ERIC Educational Resources Information Center

Helmer, Kirsten

2016-01-01

This paper offers insights into how the teaching of queer topics in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to literacy teaching. Drawing on an ethnographic classroom study, which explored a 13-week high school Gay and Lesbian Literature course, this paper discusses how…

"Acceptance of the Limits of Knowability in Oneself and Others": Performative Politics and Relational Ethics in the Primary School Classroom

ERIC Educational Resources Information Center

Teague, Laura

2015-01-01

This paper takes up Judith Butler's calls to suspend the desire to completely know the other, and discusses these in relation to the pedagogic relationship in the classroom. It draws upon existing accounts of performative reinscription as a politics to disrupt exclusionary schooling practices and discusses these alongside Butler's theories of…

A Program Evaluation of the Experiences Provided to Novice Teachers through M School District's Teacher-Mentor Training Program

ERIC Educational Resources Information Center

Puryear, Pamela Ann

2012-01-01

Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…

Blog Revolution: Expanding Classroom Horizons with Web Logs

ERIC Educational Resources Information Center

Richardson, Will

2005-01-01

Blogs are not a passing fad as a new blog is created every second. There are more than 900,000 blog posts a day. Blogs are one of many new disruptive technologies that are transforming the world. They are creating a richer, more dynamic, more interactive Web where participation is the rule rather than the exception. Classrooms and schools are…

Use of an Antecedent Intervention to Decrease Vocal Stereotypy of a Student with Autism in the General Education Classroom

ERIC Educational Resources Information Center

Haley, Janet L.; Heick, Patrick F.; Luiselli, James K.

2010-01-01

This study examined the use of an antecedent-based intervention to reduce the vocal stereotypy of a student diagnosed with Autism within the general education classroom. The student displayed frequent nonfunctional speech and disruptive vocal sounds. An antecedent-based intervention, involving the use of qualitatively different cards--to cue the…

Girls' childhood trajectories of disruptive behavior predict adjustment problems in early adolescence.

PubMed

van der Molen, Elsa; Blokland, Arjan A J; Hipwell, Alison E; Vermeiren, Robert R J M; Doreleijers, Theo A H; Loeber, Rolf

2015-07-01

It is widely recognized that early onset of disruptive behavior is linked to a variety of detrimental outcomes in males, later in life. In contrast, little is known about the association between girls' childhood trajectories of disruptive behavior and adjustment problems in early adolescence. This study used nine waves of data from the ongoing Pittsburgh Girls Study. A semiparametric group-based model was used to identify trajectories of disruptive behavior in 1,513 girls from age 6 to 12 years. Adjustment problems were characterized by depression, self-harm, Post Traumatic Stress Disorder (PTSD), substance use, interpersonal aggression, sexual behavior, affiliation with delinquent peers, and academic achievement at ages 13 and 14. Three trajectories of childhood disruptive behavior were identified: low, medium, and high. Girls in the high group were at increased risk for depression, self-harm, PTSD, illegal substance use, interpersonal aggression, early and risky sexual behavior, and lower academic achievement. The likelihood of multiple adjustment problems increased with trajectories reflecting higher levels of disruptive behavior. Girls following the high childhood trajectory of disruptive behavior require early intervention programs to prevent multiple, adverse outcomes in adolescence and further escalation in adulthood. © 2014 Association for Child and Adolescent Mental Health.

Girls’ childhood trajectories of disruptive behavior predict adjustment problems in early adolescence

PubMed Central

van der Molen, Elsa; Blokland, Arjan A. J.; Hipwell, Alison E.; Vermeiren, Robert R.J.M.; Doreleijers, Theo A.H.; Loeber, Rolf

2014-01-01

Background It is widely recognized that early onset of disruptive behavior is linked to a variety of detrimental outcomes in males later in life. In contrast, little is known about the association between girls’ childhood trajectories of disruptive behavior and adjustment problems in early adolescence. Methods The current study used 9 waves of data from the ongoing Pittsburgh Girls Study. A semi-parametric group based model was used to identify trajectories of disruptive behavior in 1,513 girls from age 6 to 12 years. Adjustment problems were characterized by depression, self-harm, PTSD, substance use, interpersonal aggression, sexual behavior, affiliation with delinquent peers, and academic achievement at ages 13 and 14. Results Three trajectories of childhood disruptive behavior were identified: low, medium, and high. Girls in the high group were at increased risk for depression, self-harm, PTSD, illegal substance use, interpersonal aggression, early and risky sexual behavior, and lower academic achievement. The likelihood of multiple adjustment problems increased with trajectories reflecting higher levels of disruptive behavior. Conclusion Girls following the high childhood trajectory of disruptive behavior require early intervention programs to prevent multiple, adverse outcomes in adolescence and further escalation in adulthood. PMID:25302849

An Exploration of the Use of Disruption as a Pedagogic Intervention

ERIC Educational Resources Information Center

Schwabenland, Christina

2009-01-01

This article describes a journey of exploration in which I take a hitherto unexamined aspect of my teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto-ethnographic research in that I am my own subject, located within the context of the classroom. My purpose is to surface the beliefs that…

Demonstrating the Effect of Supply Chain Disruptions through an Online Beer Distribution Game

ERIC Educational Resources Information Center

Sarkar, Sourish; Kumar, Sanjay

2016-01-01

This article describes a classroom tool to teach the impact of supply chain disruptions and mitigation strategies based on information sharing and collaboration. The tool is an adaptation of the Beer Distribution Game, is easy to play, and can be hosted online or on local servers. The game considers several scenarios based on the location of the…

Good Intentions and Unanticipated Effects: The Unintended Consequences of the Application of Technology in Teaching and Learning Environments

ERIC Educational Resources Information Center

Nworie, John; Haughton, Noela

2008-01-01

The nature of disruptions encountered by classroom teachers is changing. In the past, disruptions were typically students chewing gum, eating or taking naps during class, engaging in acts of incivility including the occasional brawl, and the like. These disturbances, in many ways, pale in comparison to those accompanying the use of technologies in…

The Latest at Longview.

ERIC Educational Resources Information Center

Roark, Steven

2001-01-01

Discusses the solutions that administrators at Longview Community College in Kansas City, Missouri, used to deal with the classroom disruptions and groundwater collection caused during facility construction. (GR)

History of childhood trauma and disruptive behaviors in the medical setting.

PubMed

Sansone, Randy A; Farukhi, Shahzad; Wiederman, Michael W

2012-03-01

In this study, we examined relationships between five types of childhood trauma and 17 disruptive behaviors in the medical setting. Using a cross-sectional consecutive sample of 394 internal medicine outpatients, we surveyed participants about five types of childhood trauma (i.e. witnessing of violence, physical neglect, emotional abuse, physical abuse, and sexual abuse) and 17 disruptive behaviors in the medical setting (e.g., yelling, cursing, threatening medical personnel). Initial correlations indicated relationships between four of the five forms of childhood trauma and the number of different disruptive behaviors endorsed. However, using multiple regression analysis, only witnessing violence and physical abuse remained independent predictors of disruptive behaviors in the medical setting. Individuals with childhood histories of witnessing violence and/or physical abuse are at-risk for perpetrating various disruptive behaviors in the medical setting.

The moral development of baccalaureate nursing students: understanding unethical behavior in classroom and clinical settings.

PubMed

Baxter, Pamela E; Boblin, Sheryl L

2007-01-01

Unethical behavior in both classroom and clinical settings is a concern for nurse educators and has the potential to greatly influence the quality of patient care. A review of the literature suggests that students may view unethical clinical behaviors as different from unethical classroom behaviors because they recognize that clinical behaviors may have a direct effect on patient care. An overview of three moral theories, proposed by Kohlberg, Gilligan, and Rest, provides insight into the reasons for unethical behavior. These theories provide the foundation for strategies nurse educators can use to help reduce unethical behavior in both classroom and clinical settings in an attempt to ensure quality patient care.

Temperament Pathways to Childhood Disruptive Behavior and Adolescent Substance Abuse: Testing a Cascade Model

PubMed Central

Martel, Michelle M.; Pierce, Laura; Nigg, Joel T.; Jester, Jennifer M.; Adams, Kenneth; Puttler, Leon I.; Buu, Anne; Fitzgerald, Hiram; Zucker, Robert A.

2008-01-01

Temperament traits may increase risk for developmental psychopathology like Attention-Deficit/Hyperactivity Disorder (ADHD) and disruptive behaviors during childhood, as well as predisposing to substance abuse during adolescence. In the current study, a cascade model of trait pathways to adolescent substance abuse was examined. Component hypotheses were that (a) maladaptive traits would increase risk for inattention/hyperactivity, (b) inattention/hyperactivity would increase risk for disruptive behaviors, and (c) disruptive behaviors would lead to adolescent substance abuse. Participants were 674 children (486 boys) from 321 families in an ongoing, longitudinal high risk study that began when children were three years old. Temperament traits assessed were reactive control, resiliency, and negative emotionality, using examiner ratings on the California Q-Sort. Parent, teacher, and self ratings of inattention/hyperactivity, disruptive behaviors, and substance abuse were also obtained. Low levels of childhood reactive control, but not resiliency or negative emotionality, were associated with adolescent substance abuse, mediated by disruptive behaviors. Using a cascade model, family risk for substance abuse was partially mediated by reactive control, inattention/hyperactivity, and disruptive behavior. Some, but not all, temperament traits in childhood were related to adolescent substance abuse; these effects were mediated via inattentive/hyperactive and disruptive behaviors. PMID:18787942

Pre Business College Freshman Perception of Classroom Behavior: An Analysis among and between Genders

ERIC Educational Resources Information Center

Alexander, Melody W.; Mundrake, George A.; Brown, Betty J.

2009-01-01

The focus of this study was 1) to identify pre business college freshman observed classroom behavior (personal, technical, and collaborative behaviors) in high school versus college, and to compare by gender (male to male; female to female), and 2) to identify pre business college freshman perceptions of classroom behavior in college, and to…

Instructional Immediacy in the Chinese Quantitative Reasoning Classroom

ERIC Educational Resources Information Center

Kelly, Stephanie; Liu, Liping; Denton, Zachary; Lee, Clinton; Croucher, Stephen

2018-01-01

The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which…

Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

PubMed Central

Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Schoenwald, Sonja K.; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-01-01

Objective This study examined a school- and home-based mental health service model, Links to Learning (L2L), focused on empirical predictors of learning as primary goals for services in high poverty urban communities. Method Teacher key opinion leaders (KOLs) were identified through sociometric surveys and trained, with mental health providers (MHPs) and parent advocates (PAs), on evidence-based practices to enhance children’s learning. KOLs and MHPs co-facilitated professional development sessions for classroom teachers to disseminate two universal (Good Behavior Game, Peer Assisted Learning) and two targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by MHPs and PAs for K-4th grade children diagnosed with one or more disruptive behavior disorder. Services were Medicaid-funded through four social service agencies (N = 17 providers) in seven schools (N = 136 teachers, 171 children) in a two (L2L vs. services-as-usual SAU]) by six (pre- and post-tests for three years) longitudinal design with random assignment of schools to conditions. SAU consisted of supported referral to a nearby social service agency. Results Mixed effects regression models indicated significant positive effects of L2L on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-group effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusions Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high poverty urban communities. PMID:26302252

Redesigning community mental health services for urban children: Supporting schooling to promote mental health.

PubMed

Atkins, Marc S; Shernoff, Elisa S; Frazier, Stacy L; Schoenwald, Sonja K; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-10-01

This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) × 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities. (c) 2015 APA, all rights reserved).

Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level

ERIC Educational Resources Information Center

Steiner, Naomi J.; Sheldrick, R. Chris; Frenette, Elizabeth C.; Rene, Kirsten M.; Perrin, Ellen C.

2014-01-01

Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a…

Behavior Modification in the Classroom

ERIC Educational Resources Information Center

Whitman, Mryon; Whitman, Joan

1971-01-01

This article presents the theoretical rationale for behavior modification, principally through its comparison with traditional psychotherapies, and suggests some behavior modification techniques for the classroom management of maladaptive behavior. (Author)

Examining Early Adolescents' Peer Climate Using Descriptive and Status Norms on Academic Engagement and Aggressive Behavior in the Classroom

ERIC Educational Resources Information Center

Shin, Huiyoung

2017-01-01

This study is aimed to gain insights into adolescents' classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded…

Testing the Classroom Citizenship Behaviors Scale: Exploring the Association of Classroom Citizenship Behaviors and Student Traits

ERIC Educational Resources Information Center

Katt, James; Miller, Ann Neville; Brown, Tim

2017-01-01

This study investigated the reliability and validity of Myers and colleagues' Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed…

Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work

ERIC Educational Resources Information Center

Kunitz, Silvia; Marian, Klara Skogmyr

2017-01-01

In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of "local educational order" (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors,…

A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

ERIC Educational Resources Information Center

Leaf, Justin B.; Leaf, Ronald; McCray, Cynthia; Lamkins, Carol; Taubman, Mitchell; McEachin, John; Cihon, Joseph H.

2016-01-01

Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In…

Classroom-Based Strategies to Incorporate Hypothesis Testing in Functional Behavior Assessments

ERIC Educational Resources Information Center

Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.

2017-01-01

When results of descriptive functional behavior assessments are unclear, hypothesis testing can help school teams understand how the classroom environment affects a student's challenging behavior. This article describes two hypothesis testing strategies that can be used in classroom settings: structural analysis and functional analysis. For each…

Teacher Pupil Control Ideology and Behavior as Predictors of Classroom Robustness.

ERIC Educational Resources Information Center

Estep, Linda E.; And Others

1980-01-01

It was hypothesized that confrontations between a strict teacher and misbehaving students would add drama and robustness to the classroom. In 88 secondary classrooms, robustness and teacher's control ideology and behavior were measured. The hypothesis was rejected; humanistic control behavior related to high robustness. A companion elementary…

Advance Organizers in Secondary Special Education Resource Classrooms: Effects on Student Engagement Behaviors

ERIC Educational Resources Information Center

King, Lisa

2013-01-01

Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…

Music therapy to promote prosocial behaviors in aggressive adolescent boys--a pilot study.

PubMed

Rickson, Daphne J; Watkins, William G

2003-01-01

This pilot study was undertaken to investigate whether music therapy is effective in promoting prosocial behaviors in aggressive adolescent boys who have social, emotional, and learning difficulties. Fifteen subjects (aged 11-15 years), enrolled at a special residential school in New Zealand, were randomly assigned to music therapy treatment groups (n = 6, n = 5), and a waitlist control group (n = 4). Examination of demographic data identified differences between groups for diagnosis (p =.044), with Group 1 all having Attention Deficit Hyperactivity Disorder (ADHD), and for age (p =.027), with Group 2 having a mean age 1.38 years older. Measures included parent and teacher versions of the Developmental Behaviour Checklist (DBC-P & DBC-T) (Einfeld & Tonge, 1994; Einfeld, Tonge, & Parmenter, 1998). While no definite treatment effects could be detected, results suggest that a music therapy program promoting autonomy and creativity may help adolescents to interact more appropriately with others in a residential villa setting, but might also lead to a temporary mild increase in disruptive behavior in the classroom. A more highly structured program and smaller group numbers may be advantageous for boys who have ADHD.

From Ringmaster to Conductor: 10 Simple Techniques Can Turn an Unruly Class into a Productive One

ERIC Educational Resources Information Center

Kraft, Matthew A.

2010-01-01

Challenging classrooms can overwhelm a teacher. However, by using effective classroom management and behavior modification techniques, teachers can change challenging classrooms into productive ones. Classroom management techniques include using a relevant curriculum, establishing nonnegotiable rules, ensuring that students know what behavior is…

Procedures for Classroom Observations: 1973-1974. Technical Report #19.

ERIC Educational Resources Information Center

Miley, Alan

This report describes classroom observation techniques used to record the behavior of educational specialists (teachers) and students in a kindergarten and a first grade classroom of the Kamehameha Early Education Program (KEEP). Classroom behavior was observed and recorded daily during the 1973-1974 school year. Each student was observed three…

Nutrition Knowledge, Attitudes, and Fruit and Vegetable Intake as Predictors of Head Start Teachers' Classroom Mealtime Behaviors.

PubMed

Halloran, Katherine Marie; Gorman, Kathleen; Fallon, Megan; Tovar, Alison

2018-04-01

To examine the association between nutrition knowledge, attitudes, and fruit/vegetable intake among Head Start teachers and their classroom mealtime behaviors (self-reported and observed). Cross-sectional design using observation and survey. Sixteen Head Start centers across Rhode Island between September, 2014 and May, 2015. Teachers were e-mailed about the study by directors and were recruited during on-site visits. A total of 85 participants enrolled through phone/e-mail (19%) or in person (81%). Independent variables were nutrition knowledge, attitudes, and fruit/vegetable intake. The dependent variable was classroom mealtime behaviors (self-reported and observed). Regression analyses conducted on teacher mealtime behavior were examined separately for observation and self-report, with knowledge, attitudes, and fruit and vegetable intake as independent variables entered into the models, controlling for covariates. Nutrition attitudes were positively associated with teacher self-reported classroom mealtime behavior total score. Neither teacher nutrition knowledge nor fruit/vegetable intake was associated with observed or self-reported classroom mealtime behavior total scores. There was limited support for associations among teacher knowledge, attitudes, and fruit/vegetable intake, and teacher classroom mealtime behavior. Findings showed that teacher mealtime behavior was significantly associated with teacher experience. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Influence of Risk Factors for Child Disruptive Behavior on Parent Attendance at a Preventive Intervention

ERIC Educational Resources Information Center

Ryan, Sarah M.; Boxmeyer, Caroline L.; Lochman, John E.

2009-01-01

Although preventive interventions that include both parent and child components produce stronger effects on disruptive behavior than child-only interventions, engaging parents in behavioral parent training is a significant challenge. This study examined the effects of specific risk factors for child disruptive behavior on parent attendance in…

Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers

PubMed Central

Guo, Ying; Tompkins, Virginia; Justice, Laura; Petscher, Yaacov

2016-01-01

Research Findings The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children’s age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children’s vocabulary gains within classrooms characterized by better behavior management. Practice or Policy Findings underscore the importance of children’s social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children’s behaviors so as to provide a classroom that is optimal for child learning. PMID:27660399

Temperamental correlates of disruptive behavior disorders in young children: preliminary findings.

PubMed

Hirshfeld-Becker, Dina R; Biederman, Joseph; Faraone, Stephen V; Violette, Heather; Wrightsman, Jessica; Rosenbaum, Jerrold F

2002-04-01

Our objective was to test the hypothesis that temperamental behavioral disinhibition measured in early childhood would be associated with disruptive behavior disorders. We used variables from laboratory-based behavioral observations originally devised to assess behavioral inhibition to construct a theory-based a priori definition of "behavioral disinhibition" in 200 young children at-risk for panic disorder, depression, or both and 84 children of parents without anxiety or major depressive disorder. We then compared behaviorally disinhibited and nonbehaviorally disinhibited children on rates of DSM-III-R disorders and measures of academic and social dysfunction. Behavioral disinhibition was significantly associated with higher rates of disruptive behavior disorders and mood disorders. Children with behavioral disinhibition were significantly more likely than nondisinhibited, noninhibited children to have attention-deficit/hyperactivity disorder (ADHD) and to have comorbid mood and disruptive behavior disorders. Moreover, disinhibited children had lower Global Assessment of Functioning Scale scores and were more likely to have been in special classes and to have problems with school behavior and leisure activities. These results suggest that behavioral disinhibition may represent a temperamental precursor to disruptive behavior problems, particularly ADHD. Longitudinal studies using behavioral assessments of behavioral disinhibition are needed to confirm these findings.

Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

ERIC Educational Resources Information Center

Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

2017-01-01

Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

Behavior Management in Preschool Classrooms: Insights Revealed through Systematic Observation and Interview

ERIC Educational Resources Information Center

Ritz, Mariah; Noltemeyer, Amity; Davis, Darrel; Green, Jennifer

2014-01-01

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each…

Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers

ERIC Educational Resources Information Center

Brouhle, Keith

2011-01-01

This article discusses an innovative technique to teach strategic behavior in oligopoly markets. In the classroom exercise, students play the role of a firm that maximizes its profit given the behavior of other firms in the industry. Using classroom clickers to communicate pricing decisions, students explore first-hand the strategic nature of…

Sources of Invalidity When Comparing Classroom Behaviors Across Cultures and Nations.

ERIC Educational Resources Information Center

Pfau, Richard H.

Focusing on the use of category systems in classroom observation, this report summarizes factors that may significantly affect the validity of cross-national and cross-cultural comparisons of classroom behaviors. Category systems measure well-defined behaviors by recording events observed at specific intervals or as they begin and end. Areas of…

Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior

ERIC Educational Resources Information Center

Brooks, D. Christopher

2012-01-01

This article presents the results of a quasi-experimental research project investigating the impact of two different formal learning spaces--a traditional classroom and a technologically enhanced active learning classroom--on instructor behavior, classroom activities, and levels of on-task student behavior at the University of Minnesota. Using…

Solving Discipline Problems: Strategies for Classroom Teachers.

ERIC Educational Resources Information Center

Wolfgang, Charles H.; Glickman, Carl D.

This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…

Functional analysis and treatment of problem behavior in early education classrooms.

PubMed

Greer, Brian D; Neidert, Pamela L; Dozier, Claudia L; Payne, Steven W; Zonneveld, Kimberley L M; Harper, Amy M

2013-01-01

We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in decreasing problem behavior and increasing appropriate behavior. We discuss the utility of classroom-based FAs and potential compromises to experimental control. © Society for the Experimental Analysis of Behavior.

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

PubMed Central

Mikami, Amori Yee; Ruzek, Erik A.; Hafen, Christopher A.; Gregory, Anne; Allen, Joseph P.

2017-01-01

Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement. PMID:28755252

The contribution of parenting practices and parent emotion factors in children at risk for disruptive behavior disorders.

PubMed

Duncombe, Melissa E; Havighurst, Sophie S; Holland, Kerry A; Frankling, Emma J

2012-10-01

The goal of this study was to examine the impact of different parenting characteristics on child disruptive behavior and emotional regulation among a sample of at-risk children. The sample consisted of 373 Australian 5- to 9-year-old children who were screened for serious behavior problems. Seven parenting variables based on self-report were evaluated, involving parenting practices, emotion beliefs and behaviors, emotion expressiveness, and mental health. Outcome variables based on parent/teacher report were child disruptive behavior problems and emotion regulatory ability. When entered simultaneously in a multiple regression analysis, inconsistent discipline, negative parental emotional expressiveness, and parent mental health demonstrated the strongest relationship to disruptive behavior problems and problems with emotion regulation. The data presented here elucidate multiple risk pathways to disruptive behavior disorders and can inform the design of prevention and early intervention programs.

The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine

2015-01-01

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

Effects of a Universal Positive Classroom Behavior Program on Student Learning

ERIC Educational Resources Information Center

Diperna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2016-01-01

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students' approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social…

Profiles of Disruptive Behavior across Early Childhood: Contributions of Frustration Reactivity, Physiological Regulation, and Maternal Behavior

ERIC Educational Resources Information Center

Degnan, Kathryn A.; Calkins, Susan D.; Keane, Susan P.; Hill-Soderlund, Ashley L.

2008-01-01

Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological…

Change in Atypical Maternal Behavior Predicts Change in Attachment Disorganization from 12 to 24 Months in a High-Risk Sample

ERIC Educational Resources Information Center

Forbes, L. M.; Evans, E. M.; Moran, G.; Pederson, D. R.

2007-01-01

This longitudinal study examined links between disorganization and atypical maternal behavior at 12 and 24 months in 71 adolescent mother-child dyads. Organized attachment and maternal not disrupted behavior were more stable than disorganization and disrupted behavior, respectively. At both ages, disorganization and maternal disrupted behavior…

What If It Happens in My Classroom? Developing Skills for Expert Behaviour Management

ERIC Educational Resources Information Center

Sida-Nicholls, Kate

2012-01-01

Why can't I stop my students from being noisy as they leave my classroom? What can I do when a student is texting on their phone in my lesson? How can I stop a student from constantly tapping their pen while I am talking? Sound familiar? Chewing gum, dropping litter, swearing, late homework and disruptive behaviour in class are just a few of the…

Health Problems at School

MedlinePlus

... not have to pursue further evaluation of your youngster, which may disrupt her classroom work and unnecessarily concern her. If your child has an injury or illness that requires immobilization or limitations on ...

A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism.

PubMed

Mohammadzaheri, Fereshteh; Koegel, Lynn Kern; Rezaei, Mohammad; Bakhshi, Enayatolah

2015-09-01

Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior.

A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism

PubMed Central

Mohammadzaheri, Fereshteh; Koegel, Lynn Kern; Rezaei, Mohammad; Bakhshi, Enayatolah

2015-01-01

Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with a structured ABA approach on disruptive behavior during language intervention in the public schools. A Randomized Clinical Trial (RCT) design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior. PMID:25953148

Classroom Quality at Pre-kindergarten and Kindergarten and Children’s Social Skills and Behavior Problems

PubMed Central

Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

2016-01-01

Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children’s social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children’s first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives. PMID:26949286

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

PubMed Central

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A.C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. PMID:28358540

Cross-Cultural Study on the Effect of Space and Teacher Controlling Behavior.

ERIC Educational Resources Information Center

Perry, Gail

The purpose of this study was to determine the effect classroom space had on teacher behavior. It was hypothesized that Head Start teachers in classrooms with inadequate space (less than 30 square feet per child) would exhibit more controlling behavior toward children than would Head Start teachers in classrooms with an adequate amount of space…

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

2014-01-01

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

Effects of Weighted Vests on Classroom Behavior for Children with Autism and Cognitive Impairments

ERIC Educational Resources Information Center

Hodgetts, Sandra; Magill-Evans, Joyce; Misiaszek, John

2011-01-01

This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners'…

Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

ERIC Educational Resources Information Center

Rispoli, Mandy J.; O'Reilly, Mark F.; Sigafoos, Jeff; Lang, Russell; Kang, Soyeon; Lancioni, Giulio; Parker, Richard

2011-01-01

We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One…

The Effect of Having Classmates with Emotional and Behavioral Disorders and the Protective Nature of Peer Gender

ERIC Educational Resources Information Center

Gottfried, Michael A.; Harven, Aletha

2015-01-01

The authors explored how classroom gender composition moderated the relationship between having classmates with emotional and behavioral disorders (EBD) and peers' academic achievement in both kindergarten and Grade 1 classrooms. Given the behavioral and social-cognitive styles of girls, it was hypothesized that classrooms with a higher percentage…

Universal versus tailored solutions for alleviating disruptive behavior in hospitals.

PubMed

Berman-Kishony, Talia; Shvarts, Shifra

2015-01-01

Disruptive behavior among hospital staff can negatively affect quality of care. Motivated by a standard on disruptive behavior issued by The Joint Commission (LD 3.10), as well as the desire to improve patient care, minimize liability, and improve staff retention, hospitals are setting policies to prevent and resolve disruptive behaviors. However, it is unknown whether uniform conflict management tools are equally effective among different hospital settings. We surveyed residents and nurses to identify similarities and differences among hospital departments in the antecedents, characteristics, and outcomes of disruptive behaviors, and in the effectiveness of conflict management tools. We used a quantitative questionnaire-based assessment to examine conflict perceptions in eight different hospital departments at Rambam Medical Center in Haifa, Israel. Most participants (89 %) reported witnessing disruptive behavior either directly or in other parties; the most significant causes were identified as intense work, miscommunication, and problematic personalities. The forms of these behaviors, however, varied significantly between departments, with some more prone to expressed conflicts, while others were characterized by hidden disruptive behaviors. These outcomes were correlated by the antecedents to disruptive behavior, which in turn affected the effectiveness of alleviating strategies and tools. Some tools, such as processes for evaluating complaints, teamwork and conflict management courses, and introducing a behavioral mission statement, are effective across many antecedents. Other tools, however, are antecedent-specific, falling into two principal categories: tools directly removing a specific problem and tools that offer a way to circumvent the problem. Conflict resolution tools and strategies, based on residents and nurse perceptions, may be more effective if tailored to the specific situation, rather than using a "one-size-fits-all" approach.

Effect of a Classroom-Based Behavioral Intervention Package on the Improvement of Children's Sitting Posture in Japan

ERIC Educational Resources Information Center

Noda, Wataru; Tanaka-Matsumi, Junko

2009-01-01

The present study evaluates the effect of a classroom-based behavioral intervention package to improve Japanese elementary school children's sitting posture in regular classrooms (N = 68). This study uses a multiple-baseline design across two classrooms with a modified repeated reversal within each class. The article defines appropriate sitting…

A Study on the Functions of Western Cultural Non-Verbal Behavior in English Classroom in China

ERIC Educational Resources Information Center

Wei, Yuehong

2013-01-01

In China, English classroom is the main place of English language acquisition. Therefore, how to improve English classroom teaching effectively has become the scholars' concern. This paper reports a study conducted at North China Electric Power University on the functions of western cultural nonverbal behaviors in English classroom in China.…

A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management.

ERIC Educational Resources Information Center

Sylwester, Robert

This book applies the latest in brain research and learning theory to classroom management. The concepts of psychoneurophysiology are made readily accessible. The book offers creative data gathering activities to help students manage their own behavior and to help teachers learn how their own behavior impacts the classroom environment. The seven…

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

ERIC Educational Resources Information Center

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2012-01-01

Research Findings: This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. A total of 145 children were observed for an average of 80 min during 8 occasions across 2 days using the Individualized…

Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

ERIC Educational Resources Information Center

Bohn, Mariko T.

2004-01-01

This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

Designing and Implementing Group Contingencies in the Classroom: A Teacher's Guide

ERIC Educational Resources Information Center

Chow, Jason C.; Gilmour, Allison F.

2016-01-01

Group contingencies are a positive, proactive classroom management technique that works well as Tier 1 of a multi-tiered system of behavior support. These programs are adaptable to student and classroom needs and work well to support the behavior of students with disabilities in general education classrooms. Off-the-shelf programs exist, but…

Profiles of disruptive behavior across early childhood: Contributions of frustration reactivity, physiological regulation, and maternal behavior

PubMed Central

Degnan, Kathryn A.; Calkins, Susan D.; Keane, Susan P.; Hill-Soderlund, Ashley L.

2010-01-01

Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological regulation, and maternal behavior in the laboratory at 2 years of age. A latent profile analysis (LPA) resulted in 4 longitudinal profiles of disruptive behavior, which were differentiated by interactions between reactivity, regulation, and maternal behavior. A high profile was associated with high reactivity combined with high maternal control or low regulation combined with low maternal control. Results are discussed from a developmental psychopathology perspective. PMID:18826530

Classroom attention in children with type 1 diabetes mellitus: the effect of stabilizing serum glucose.

PubMed

Daley, Kelly B; Wodrich, David L; Hasan, Khalid

2006-02-01

To determine whether stabilizing serum glucose, via introduction of an insulin pump, improves classroom attention among children with type-1 diabetes mellitus. Four boys having type-1 diabetes mellitus with unstable serum glucose were observed in their classroom for 10 baseline days. An insulin pump was placed and serum glucose stabilized, and they were then observed again for 10 days. A modified multiple baseline design was used to determine if improved on-task and off-task behavior was associated with better glycemic control. Rating scales and a laboratory measure of attention, measures of secondary interest, were also administered before and after pump introduction, and potential improvement in individuals' scores was evaluated. All boys had apparent improvement in on-task and off-task behavior as observed in their classrooms. Improvements were substantial, averaging 20% in on-task behavior and 34% in off-task behavior. However, no changes were detected on rating scales or laboratory measures. This study offers preliminary evidence that stabilizing serum glucose improves classroom attention, although the effect was detected only by observation of classroom behavior using highly structured techniques. Consequently, use of direct observation techniques may be important in studying the effects of chronic illness on classroom functioning.

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

ERIC Educational Resources Information Center

Smith, Jaime

2009-01-01

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to…

Standardized classroom management program: Social validation and replication studies in Utah and Oregon

PubMed Central

Greenwood, Charles R.; Hops, Hyman; Walker, Hill M.; Guild, Jacqueline J.; Stokes, Judith; Young, K. Richard; Keleman, Kenneth S.; Willardson, Marlyn

1979-01-01

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement. PMID:16795604

Standardized classroom management program: Social validation and replication studies in Utah and Oregon.

PubMed

Greenwood, C R; Hops, H; Walker, H M; Guild, J J; Stokes, J; Young, K R; Keleman, K S; Willardson, M

1979-01-01

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.

Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

ERIC Educational Resources Information Center

Garn, Alex; McCaughtry, Nate; Shen, Bo; Martin, Jeffrey J.; Fahlman, Mariane M.

2011-01-01

This study investigated the relationships among four distinct types of social goals, effort, and disruptive behavior in urban physical education. Social responsibility, affiliation, recognition, status goals, along with effort and disruptive behavior in physical education were reported by high school physical education students (N = 314) from…

Managing Disruptive Behavior by Patients and Physicians: A Responsibility of the Dialysis Facility Medical Director.

PubMed

Jones, Edward R; Goldman, Richard S

2015-08-07

The Centers for Medicare & Medicaid Services' Conditions for Coverage make the medical director of an ESRD facility responsible for all aspects of care, including high-quality health care delivery (e.g., safe, effective, timely, efficient, and patient centered). Because of the high-pressure environment of the dialysis facility, conflicts are common. Conflict frequently occurs when aberrant behaviors disrupt the dialysis facility. Patients, family members, friends, and, less commonly appreciated, nephrology clinicians (i.e., nephrologists and advanced care practitioners) may manifest disruptive behavior. Disruptive behavior in the dialysis facility impairs the ability to deliver high-quality care. Furthermore, disruptive behavior is the leading cause for involuntary discharge (IVD) or involuntary transfer (IVT) of a patient from a facility. IVD usually results in loss of continuity of care, increased emergency department visits, and increased unscheduled, acute dialysis treatments. A sufficient number of IVDs and IVTs also trigger an extensive review of the facility by the regional ESRD Networks, exposing the facility to possible Medicare-imposed sanctions. Medical directors must be equipped to recognize and correct disruptive behavior. Nephrology-based literature and tools exist to help dialysis facility medical directors successfully address and resolve disruptive behavior before medical directors must involuntarily discharge a patient or terminate an attending clinician. Copyright © 2015 by the American Society of Nephrology.

Sleep disruption among cancer patients following autologous hematopoietic cell transplantation.

PubMed

Nelson, Ashley M; Jim, Heather S L; Small, Brent J; Nishihori, Taiga; Gonzalez, Brian D; Cessna, Julie M; Hyland, Kelly A; Rumble, Meredith E; Jacobsen, Paul B

2018-03-01

Despite a high prevalence of sleep disruption among hematopoietic cell transplant (HCT) recipients, relatively little research has investigated its relationships with modifiable cognitive or behavioral factors or used actigraphy to characterize sleep disruption in this population. Autologous HCT recipients who were 6-18 months post transplant completed self-report measures of cancer-related distress, fear of cancer recurrence, dysfunctional sleep cognitions, and inhibitory sleep behaviors upon enrollment. Patients then wore an actigraph for 7 days and completed a self-report measure of sleep disruption on day 7 of the study. Among the 84 participants (age M = 60, 45% female), 41% reported clinically relevant sleep disruption. Examination of actigraph data confirmed that, on average, sleep was disrupted (wake after sleep onset M = 66 min) and sleep efficiency was less than recommended (sleep efficiency M = 78%). Cancer-related distress, fear of recurrence, dysfunctional sleep cognitions, and inhibitory sleep behaviors were related to self-reported sleep disruption (p values<0.05) but not objective sleep indices. Results suggest that many HCT recipients experience sleep disruption after transplant. Cancer-related distress, fear of recurrence, dysfunctional sleep cognitions, and maladaptive sleep behaviors are related to self-reported sleep disruption and should be considered targets for cognitive behavioral intervention in this population.

The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning.

PubMed

Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J

2011-04-01

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood.

PubMed

Jackson, Daisy R; Cappella, Elise; Neal, Jennifer Watling

2015-12-01

In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.

Relations between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

2010-01-01

The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path…

The effect of altering self-descriptive behavior on self-concept and classroom behavior.

PubMed

Lane, J; Muller, D

1977-09-01

This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.

Impact and implications of disruptive behavior in the perioperative arena.

PubMed

Rosenstein, Alan H; O'Daniel, Michelle

2006-07-01

There is a growing concern about the role of human factor issues and their effect on patient safety and clinical outcomes of care. Problems with disruptive behaviors negatively affect communication flow and team dynamics, which can lead to adverse events and poor quality outcomes. A 25-question survey tool was used to assess the status and significance of disruptive behaviors around perioperative services in a large metropolitan academic medical center. Results were analyzed and compared with those from a national databank to identify areas of concern and opportunities for improvement. Disruptive behaviors were a common occurrence in the perioperative setting. These types of behaviors were most prevalent in attending surgeons. Disruptive behaviors increased levels of stress and frustration, which impaired concentration, impeded communication flow, and adversely affected staff relationships and team collaboration. These events were perceived to increase the likelihood of medical errors and adverse events and to compromise patient safety and quality of care. Disruptive behaviors in the perioperative arena have a significant impact on team dynamics and communication flow, which can have a negative impact on patient care. Organizations need to recognize the prevalence and significance of disruptive behaviors and develop policies and processes to address the issue. Key areas of focus include recognition and awareness, organizational and cultural commitment, implementation of appropriate codes of behavior policies and procedures, and provision of education and training programs to discuss contributing factors and tools to build effective communication and team collaboration skills.

The Case for Individualizing Behavior Management Approaches in Inclusive Classrooms

ERIC Educational Resources Information Center

Grossman, Herbert

2005-01-01

In today's heterogeneous classrooms, one-method-fits-all-students behavior management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behavior disorders, robust male-typical behavior patterns, culturally influenced behavior, learning…

Musical Chairs.

ERIC Educational Resources Information Center

Kennedy, Mike

2001-01-01

Examines Clark County Nevada school district's furniture purchasing strategy to buy classroom furniture that will last, is flexible, and is appropriate for the students using it. Replacing furniture with the least disruption to their schools' routine is highlighted. (GR)

Positive Behavior Support for a Child with Inattentive Behavior in a Japanese Regular Classroom

ERIC Educational Resources Information Center

Baba, Chiharu; Tanaka-Matsumi, Junko

2011-01-01

Nondisruptive problem behaviors exist to a large extent in group-oriented Japanese regular classrooms. However, many children remain untreated. We implemented an antecedent-based functional behavioral assessment (FBA) and developed a behavioral support program for a first-grade boy who exhibited inattentive behavior in a Japanese regular…

Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically-Valid Behaviors and Internalizing Problems

PubMed Central

Morgan, Judith K.; Izard, Carroll E.; Hyde, Christopher

2013-01-01

Children’s emotional reactivity may interact with their regulatory behaviors to contribute to internalizing problems and social functioning even early in development. Ninety-one preschool children participated in a longitudinal project examining children’s reactivity and regulatory behaviors as predictors of internalizing problems and positive and negative social behavior in the classroom. Children who paired negative emotion expression with disengagement during a laboratory task showed higher levels of internalizing problems and more negative social behavior in the classroom six months later. Positive emotion expression paired with engagement during a laboratory task predicted more positive social behavior in the classroom six months later. Physiological reactivity and regulation also predicted children’s social behavior in the classroom. Findings suggest that preschool children with maladaptive reactivity and regulatory patterns may be at greater risk for internalizing problems even in early childhood. PMID:25067866

Child Disruptive Behavior and Parenting Efficacy: A Comparison of the Effects of Two Models of Insights

ERIC Educational Resources Information Center

O'Connor, Erin; Rodriguez, Eileen; Cappella, Elise; Morris, Jordan; McClowry, Sandee

2012-01-01

In this article, we investigate the effectiveness of INSIGHTS into Children's Temperament (INSIGHTS), a temperament-based preventive intervention, in reducing the disruptive behavior problems of young children from low-income, urban families. Results indicate that children enrolled in INSIGHTS evidenced a decrease in disruptive behavior problems…

Overweight and Obese Status in Children with Autism Spectrum Disorder and Disruptive Behavior

ERIC Educational Resources Information Center

Criado, Kristen K.; Sharp, William G.; McCracken, Courtney E.; De Vinck-Baroody, Oana; Dong, Liansai; Aman, Michael G.; McDougle, Christopher J.; McCracken, James T.; Eugene Arnold, L.; Weitzman, Carol; Leventhal, John M.; Vitiello, Benedetto; Scahill, Lawrence

2018-01-01

Overweight and obesity are common in pediatric populations. Children with autism spectrum disorder and disruptive behavior may be at higher risk. This study examined whether children with autism spectrum disorder and disruptive behavior are more likely to be overweight or obese than matched controls. Baseline data from medication-free children…

Immediate and Distal Effects of the Good Behavior Game

ERIC Educational Resources Information Center

Donaldson, Jeanne M.; Wiskow, Katie M.; Soto, Paul L.

2015-01-01

The Good Behavior Game (GBG) has been demonstrated to reduce disruptive student behavior during implementation. The effects of playing the GBG on disruption immediately before and after the GBG are unknown. The current study evaluated the effects of the GBG on disruption in 5 kindergarten classes immediately before, during, and after GBG…

Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior

ERIC Educational Resources Information Center

Moore Partin, Tara C.; Robertson, Rachel E.; Maggin, Daniel M.; Oliver, Regina M.; Wehby, Joseph H.

2010-01-01

Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the…

Classroom-level adversity: Associations with children's internalizing and externalizing behaviors across elementary school.

PubMed

Abry, Tashia; Bryce, Crystal I; Swanson, Jodi; Bradley, Robert H; Fabes, Richard A; Corwyn, Robert F

2017-03-01

Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals' social-behavioral functioning are few. The present study examined concurrent and longitudinal relations between adversity factors facing the collective classroom student group and levels of children's internalizing and externalizing behaviors across the elementary school years, and whether the pattern of relations differed for girls and boys. First-, third-, and fifth-grade teachers reported on the extent to which adversity-related factors (e.g., home/family life, academic readiness, social readiness, English proficiency, tardiness/absenteeism, student mobility, health) presented a challenge in their classrooms (i.e., classroom-level adversity [CLA]). Mothers reported on their child's internalizing and externalizing behavior at each grade. Autoregressive, lagged panel models controlled for prior levels of internalizing and externalizing behavior, mothers' education, family income-to-needs, and class size. For all children at each grade, CLA was concurrently and positively associated with externalizing behavior. For first-grade girls, but not boys, CLA was also concurrently and positively associated with internalizing behavior. Indirect effects suggested CLA influenced later internalizing and externalizing behavior through its influence on maladjustment in a given year. Discussion highlights possible methods of intervention to reduce CLA or the negative consequences associated with being in a higher-adversity classroom. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom

NASA Astrophysics Data System (ADS)

Slemrod, Tal

There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes. The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Participants for this study included 3 secondary students with LD who were enrolled in a biology class. An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior. All students' acquired the content vocabulary equally well during both conditions. When using the AT, students' engagement increased compared to baseline conditions. It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.

Relations of Classroom Structures and Teacher Behaviors to Social Orientation, Self-Esteem, and Classroom Climate Among Anglo American and Mexican American Children.

ERIC Educational Resources Information Center

Gumbiner, Jann; And Others

Two social trends are affecting the way in which children--particularly those of different ethnic groups--become socialized: children are spending less time with parents and more in day care centers and schools, and desegregation alters normal patterns of peer relationships. Since classroom behavior is affected by antecedent social behaviors, a…

A Method and a Model for Describing Competence and Adjustment: A Preschool Version of the Classroom Behavior Inventory.

ERIC Educational Resources Information Center

Schaefer, Earl S.; Edgerton, Marianna D.

A preschool version of the Classroom Behavior Inventory which provides a method for collecting valid data on a child's classroom behavior from day care and preschool teachers, was developed to complement the earlier form which was developed and validated for elementary school populations. The new version was tested with a pilot group of twenty-two…

Foster Placement Disruptions Associated with Problem Behavior: Mitigating a Threshold Effect

ERIC Educational Resources Information Center

Fisher, Philip A.; Stoolmiller, Mike; Mannering, Anne M.; Takahashi, Aiko; Chamberlain, Patricia

2011-01-01

Objective: Placement disruptions have adverse effects on foster children. Identifying reliable predictors of placement disruptions might assist in the allocation of services to prevent disruptions. There were two objectives in this study: (a) to replicate a prior finding that the number of daily child problem behaviors at entry into a new foster…

Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder.

PubMed Central

Ervin, R A; DuPaul, G J; Kern, L; Friman, P C

1998-01-01

The present investigation evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD). For children with ADHD-ODD, environmental classroom variables, when systematically manipulated by teachers, were related to the occurrence and nonoccurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessments and from subsequent analyses resulted in substantial reductions in problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the classroom setting. PMID:9532751

Portraits of Pre-Service Classroom Teachers: Exploring Intentions to Integrate Music through the Lens of the Theory of Planned Behavior

ERIC Educational Resources Information Center

Harney, Kristin

2014-01-01

The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…

Predicting onset of cannabis use in early adolescence: the interrelation between high-intensity pleasure and disruptive behavior. The TRAILS Study.

PubMed

Creemers, Hanneke E; van Lier, Pol A C; Vollebergh, Wilma A M; Ormel, Johan; Verhulst, Frank C; Huizink, Anja C

2009-11-01

Increased knowledge about the mechanisms by which some individuals are at risk for early onset of cannabis use might contribute to the improvement of prevention efforts. We focus on the roles of early-adolescent high-intensity pleasure, disruptive behavior, and their interplay in the prediction of onset of cannabis use 2 years later. Data from 81% (n = 1,804) of the participants (51.9% girls) of the Tracking Adolescents' Individual Lives Survey (TRAILS), a prospective general population study in the north of The Netherlands, were analyzed. Measures included parent-reported high-intensity pleasure, and parent- and self-reported general disruptive behavior, attention-deficit hyperactivity, oppositional problems, and conduct problems (Child Behavior Checklist/6-18 and Youth Self-Report) at ages 10-12. Onset of cannabis use was assessed at age 12-14 by means of self-reports. Analyses were carried out in Mplus. Early adolescent high-intensity pleasure and disruptive behavior, mainly conduct problems and to some extent attention-deficit hyperactivity, predicted the onset of cannabis use in adolescence. Although we found some mediation by general disruptive behavior, conduct problems, and attention-deficit hyperactivity, the contribution of high-intensity pleasure in predicting the onset of cannabis use was found to be mainly independent from disruptive behavior. The unique contribution of both high-intensity pleasure and disruptive behavior points in the direction of different pathways toward onset of cannabis use.

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills

PubMed Central

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.

2011-01-01

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n = 1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

IDEIA and the Means to Change Behavior Should Be Enough: Growing Support for Using Applied Behavior Analysis in the Classroom

ERIC Educational Resources Information Center

Bloh, Christopher; Axelrod, Saul

2008-01-01

With the passage of the Individuals with Disabilities Education Improvement Act, classrooms are now mandated to employ behavioral methods to address target behaviors. These relevant behavioral strategies have long been advanced and disseminated by the field of Applied Behavior Analysis (ABA). Notwithstanding this capability, proponents of the…

Interactions between Maternal Parenting and Children's Early Disruptive Behavior: Bidirectional Associations across the Transition from Preschool to School Entry

ERIC Educational Resources Information Center

Combs-Ronto, Lindsey A.; Olson, Sheryl L.; Lunkenheimer, Erika S.; Sameroff, Arnold J.

2009-01-01

This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association between early maternal negativity and child disruptive behaviors across this important…

Cumulative Effects of Mothers' Risk and Promotive Factors on Daughters' Disruptive Behavior

ERIC Educational Resources Information Center

van der Molen, Elsa; Hipwell, Alison E.; Vermeiren, Robert; Loeber, Rolf

2012-01-01

Little is known about the ways in which the accumulation of maternal factors increases or reduces risk for girls' disruptive behavior during preadolescence. In the current study, maternal risk and promotive factors and the severity of girls' disruptive behavior were assessed annually among girls' ages 7-12 in an urban community sample (N = 2043).…

Classroom Observation Techniques. IDEA Paper No. 4.

ERIC Educational Resources Information Center

Acheson, Keith A.

Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and…

Development and Construct Validity of the Classroom Strategies Scale-Observer Form

ERIC Educational Resources Information Center

Reddy, Linda A.; Fabiano, Gregory; Dudek, Christopher M.; Hsu, Louis

2013-01-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical…

Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom Teachers

ERIC Educational Resources Information Center

Coleman, Janelle C.; Crosby, Megan G.; Irwin, Heather K.; Dennis, Lindsay R.; Simpson, Cynthia G.; Rose, Chad A.

2013-01-01

This article provides practical strategies and techniques that early childhood educators can implement in their classrooms to effectively manage challenging behaviors. The specific strategies addressed fall under the following categories: (a) classroom management, (b) reinforcement, and (c) communication. Suggestions are made for how parents can…

[Relationships between motivational regulation strategies, motivational factors, and learning behaviors outside the classroom].

PubMed

Umemoto, Takatoyo; Tanaka, Kenshiro

2017-04-01

This study examined the relationships among motivational regulation strategies, motivational factors, and learning behaviors outside the classroom. There are three subtypes of motivational regulation strategies: autonomous regulation strategies, cooperative strategies, and performance-focused strategies. Motivational factors included in the investigation were self-efficacy and task value, while behavioral and emotional engagement and study time were selected as learning behaviors outside the classroom. A self-report questionnaire was administered to 322 undergraduates from two universities. Multiple regression analysis revealed the use of autonomous regulation strategies, and that task value was positively correlated with engagement and study time. Moreover, self-efficacy positively predicted study time. In contrast, the use of performance strategies negatively predicted engagement. The use of cooperative strategies did not predict learning behaviors. These results indicate that motivation, as well as the regulation of motivation, were important for learning outside the classroom. The effects of regulation of motivation and motivation on learning outside the classroom are discussed in light of the current findings.

Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students: A Pilot Study

PubMed Central

Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S.

2015-01-01

This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms® intervention was implemented in one second- and one third-grade classroom. Students’ salivary cortisol responses were assessed at three time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior. PMID:25412616

Kindergarten classroom functioning of extremely preterm/extremely low birth weight children.

PubMed

Wong, Taylor; Taylor, H Gerry; Klein, Nancy; Espy, Kimberly A; Anselmo, Marcia G; Minich, Nori; Hack, Maureen

2014-12-01

Cognitive, behavioral, and learning problems are evident in extremely preterm/extremely low birth weight (EPT/ELBW, <28 weeks gestational age or <1000 g) children by early school age. However, we know little about how they function within the classroom once they start school. To determine how EPT/ELBW children function in kindergarten classrooms compared to termborn normal birth weight (NBW) classmates and identify factors related to difficulties in classroom functioning. A 2001-2003 birth cohort of 111 EPT/ELBW children and 110 NBW classmate controls were observed in regular kindergarten classrooms during a 1-hour instructional period using a time-sample method. The groups were compared on frequencies of individual teacher attention, competing or offtask behaviors, task management/preparation, and academic responding. Regression analysis was also conducted within the EPT/ELBW group to examine associations of these measures with neonatal and developmental risk factors, kindergarten neuropsychological and behavioral assessments, and classroom characteristics. The EPT/ELBW group received more individual teacher attention and was more often off-task than the NBW controls. Poorer classroom functioning in the EPT/ELBW group was associated with higher neonatal and developmental risk, poorer executive function skills, more negative teaching ratings of behavior and learning progress, and classroom characteristics. EPT/ELBW children require more teacher support and are less able to engage in instructional activities than their NBW classmates. Associations of classroom functioning with developmental history and cognitive and behavioral traits suggest that these factors may be useful in identifying the children most in need of special educational interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Observation of children with attention-deficit hyperactivity (ADHD) problems in three natural classroom contexts.

PubMed

Lauth, G W; Heubeck, B G; Mackowiak, K

2006-06-01

Observation studies of students with attention-deficit hyperactivity disorder (ADHD) problems in natural classroom situations are costly and relatively rare. The study enquired how teacher ratings are anchored in actual student classroom behaviours, and how the behaviour of children with ADHD problems differs from their classmates. The authors attempted to broaden the usual focus on disruptive and inattentive behaviours to elucidate the role of various on-task behaviours, as well as considering differences between classroom contexts. DSM-III-R criteria were used in conjunction with a teacher rating scale to select a sample of 55 students with ADHD problems, and 55 matched controls from a population of 569 primary school students. Students were observed in their natural classrooms using the Munich Observation of Attention Inventory (MAI; Helmke, 1988). Correlations between teacher reports and observation codes were computed, and systematic differences between students with ADHD problems and controls in different classroom contexts were examined using a generalized linear mixed model (GLMM). Global teacher reports showed moderate to strong correlations with observed student behaviours. Expected on-task behaviour demonstrated the strongest relationship (r>-.70) with teacher reports. As hypothesized, the children with ADHD were more disruptive and inattentive than their matched peers. They were also less often inconspicuous on-task as expected by their teachers. However, their behaviour was assigned to two other on-task categories more often than their peers, and this raised their total on-task behaviour to over 66%. Situational differences were found for all codes as well, which mostly affected all students in a similar way, not just students with ADHD. ADHD related behaviours are pervasive across the classroom situations coded. Teachers appear to distinguish between desirable and undesirable on-task behaviours. Nevertheless, assisting students with ADHD problems requires shaping both. Future studies need to include more differentiated codes for various types of on-task behaviours and also need to code the lesson context concurrently.

Interactions Between Maternal Parenting and Children’s Early Disruptive Behavior: Bidirectional Associations across the Transition from Preschool to School Entry

PubMed Central

Olson, Sheryl L.; Lunkenheimer, Erika S.; Sameroff, Arnold J.

2014-01-01

This study was a prospective 2-year longitudinal investigation of associations between negative maternal parenting and disruptive child behavior across the preschool to school transition. Our main goals were to 1) determine the direction of association between early maternal negativity and child disruptive behaviors across this important developmental transition and 2) examine whether there would be different patterns of associations for boys and girls. Participants were 235 children (111 girls; T1; M= 37.7 months, T2; M=63.4 months) and their mothers and teachers. Observational and multi-informant ratings of child disruptive behavior showed differential patterns of stability and associations with measures of parenting risk. Results indicated bidirectional and interactive contributions of externalizing behavior and negative parenting across time. Results also indicated that risk mechanisms operate similarly for both sexes. Findings support transactional models of disruptive child behavior that highlight the joint contributions of parents and children. PMID:19533326

Improving Classroom Behavior: The Carrot and the Stick.

ERIC Educational Resources Information Center

Talent, Barbara K.; Busch, Suzanne G.

A set of practical behavior change techniques for improving young children's classroom behavior are briefly discussed. Techniques are classified and discussed under two general categories: those that reduce frequency of behaviors ("sticks") and those that increase their frequency ("carrots"). Included under "sticks" are techniques such as ignoring…

Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement

ERIC Educational Resources Information Center

Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Grimm, Kevin J.; Curby, Timothy W.

2009-01-01

This study examined the extent to which kindergarteners' classroom behavioral engagement mediated the relation between global classroom quality and children's reading achievement. A structural equation framework was used to analyze data collected in a primarily low-income rural sample (N = 171). Children's reading achievement was measured in the…

Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement

ERIC Educational Resources Information Center

Gilpatrick, Robin Sue Holzworth

2010-01-01

This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

Professional Development to Increase Teacher Behavior-Specific Praise: A Single-Case Design Replication

ERIC Educational Resources Information Center

Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S.

2018-01-01

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…

Enhancing Teacher Classroom Awareness through a Computerized Supervisory Feedback System.

ERIC Educational Resources Information Center

Didham, Cheryl K.

What teachers do in the classroom affects pupil learning. To shape patterns of interactions proactively, teachers must get useful feedback they can understand. Seeing objective data may encourage teachers to think more seriously about the ways their classroom behavior influences students and about how students' behavior reciprocally influences…

Positive Classroom Environments = Positive Academic Results

ERIC Educational Resources Information Center

Wilson-Fleming, LaTerra; Wilson-Younger, Dylinda

2012-01-01

This article discusses the effects of a positive classroom environment and its impact on student behavior and achievement. It also provides strategies for developing expectations for student achievement and the importance of parental involvement. A positive classroom environment is essential in keeping behavior problems to a minimum. There are a…

The Classroom Infrastructure and the Early Learner: Reducing Aggression during Transition Times

ERIC Educational Resources Information Center

Guardino, Caroline; Fullerton, Elizabeth Kirby

2012-01-01

High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior. Teachers were assisted on the usage of select modifications (visual…

Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings

ERIC Educational Resources Information Center

Karakaya, Esra G.; Tufan, Mumin

2018-01-01

This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…

Classroom Strategies and Behaviors Facilitating Continued Scholastic Growth

ERIC Educational Resources Information Center

Scott-Moore, Charlotte; Mitchell, Ronald

2017-01-01

The researchers conducted a qualitative study involving two rural public school districts in Tennessee. The purpose of this study was to discover classroom strategies and behaviors that enable regular classroom teachers to facilitate continued scholastic growth of fourth and fifth grade students who had experienced notable academic gains in their…

Making Amends: A Restorative Justice Approach to Classroom Behavior

ERIC Educational Resources Information Center

Erb, Cathy Smeltzer; Erb, Peyton

2018-01-01

Enticed by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled "Making…

Reduction in children's symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder during individual tutoring as compared with classroom instruction.

PubMed

Strayhorn, Joseph M; Bickel, Donna D

2002-08-01

Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis. Teachers rated the frequency of symptoms in classrooms before and after tutoring. Tutors rated the frequency of the same behaviors during individual tutoring sessions. Children's ADHD symptoms, as well as oppositional symptoms, were significantly lower in the tutoring sessions than in the classrooms. The effect sizes for the difference between behavior in classrooms and in individual tutoring ranged from 0.7 to 2.5 standard deviations. These effect sizes appear as large as those reported for the effect of stimulant medication on ADHD symptoms. All 30 children at preintervention fit the pattern for ADHD using teachers' ratings of classroom behavior; 87% of them did not meet those DSM criteria using tutors' ratings of behavior in individual sessions. The confound of different raters for the two different settings must be resolved by another study with a new design.

Disruptive Behaviors in an Emergency Department: the Perspective of Physicians and Nurses

PubMed Central

Maddineshat, Maryam; Rosenstein, Alan H; Akaberi, Arash; Tabatabaeichehr, Mahbubeh

2016-01-01

Introduction: Disruptive behaviors cause many problems in the workplace, especially in the emergency department (ED).This study was conducted to assess the physician’s and nurse’s perspective toward disruptive behaviors in the emergency department. Methods: In this cross-sectional study a total of 45 physicians and 110 nurses working in the emergency department of five general hospitals in Bojnurd participated. Data were collected using a translated, changed, and validated questionnaire (25 item). The collected data were analyzed by SPSS ver.13 software. Results: Findings showed that physicians gave more importance to nurse-physician relationships in the ED when compared to nurses’ perspective (90% vs. 70%). In this study, 81% of physicians and 52% of nurses exhibited disruptive behaviors. According to the participants these behaviors could result in adverse outcomes, such as stress (97%), job dissatisfaction and can compromise patient safety (53%), quality of care (72%), and errors (70%). Conclusion: Disruptive behaviors could have a negative effects on relationships and collaboration among medical staffs, and on patients’ quality of care as well. It is essential to provide some practical strategies for prevention of these behaviors. PMID:27752490

Cumulative effects of mothers' risk and promotive factors on daughters' disruptive behavior.

PubMed

van der Molen, Elsa; Hipwell, Alison E; Vermeiren, Robert; Loeber, Rolf

2012-07-01

Little is known about the ways in which the accumulation of maternal factors increases or reduces risk for girls' disruptive behavior during preadolescence. In the current study, maternal risk and promotive factors and the severity of girls' disruptive behavior were assessed annually among girls' ages 7-12 in an urban community sample (N = 2043). Maternal risk and promotive factors were operative at different time points in girls' development. Maternal warmth explained variance in girls' disruptive behavior, even after controlling for maternal risk factors and relevant child and neighborhood factors. In addition, findings supported the cumulative hypothesis that the number of risk factors increased the chance on girls' disruptive behavior disorder (DBD), while the number of promotive factors decreased this probability. Daughters of mothers with a history of Conduct Disorder (CD) were exposed to more risk factors and fewer promotive factors compared to daughters of mothers without prior CD. The identification of malleable maternal factors that can serve as targets for intervention has important implications for intergenerational intervention. Cumulative effects show that the focus of prevention efforts should not be on single factors, but on multiple factors associated with girls' disruptive behavior.

Cumulative Effects of Mothers’ Risk and Promotive Factors on Daughters’ Disruptive Behavior

PubMed Central

Hipwell, Alison E.; Vermeiren, Robert; Loeber, Rolf

2012-01-01

Little is known about the ways in which the accumulation of maternal factors increases or reduces risk for girls’ disruptive behavior during preadolescence. In the current study, maternal risk and promotive factors and the severity of girls’ disruptive behavior were assessed annually among girls’ ages 7–12 in an urban community sample (N=2043). Maternal risk and promotive factors were operative at different time points in girls’ development. Maternal warmth explained variance in girls’ disruptive behavior, even after controlling for maternal risk factors and relevant child and neighborhood factors. In addition, findings supported the cumulative hypothesis that the number of risk factors increased the chance on girls’ disruptive behavior disorder (DBD), while the number of promotive factors decreased this probability. Daughters of mothers with a history of Conduct Disorder (CD) were exposed to more risk factors and fewer promotive factors compared to daughters of mothers without prior CD. The identification of malleable maternal factors that can serve as targets for intervention has important implications for intergenerational intervention. Cumulative effects show that the focus of prevention efforts should not be on single factors, but on multiple factors associated with girls’ disruptive behavior. PMID:22127641

Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

ERIC Educational Resources Information Center

Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

2016-01-01

The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

Training Students with Behavioral Problems to Recruit Teacher Praise

ERIC Educational Resources Information Center

Markelz, Andrew; Riden, Benjamin; Rizzo, Karen

2018-01-01

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With…

Classroom Quality and Student Behavior Trajectories in Elementary School

ERIC Educational Resources Information Center

Griggs, Marissa Swaim; Mikami, Amori Yee; Rimm-Kaufman, Sara E.

2016-01-01

Student behavioral concerns are a top priority for school psychologists. This project took an ecological systems perspective by examining the contribution of students' initial externalizing and internalizing behaviors and the quality of their classroom environments to their behavioral outcomes across one school year. Participants included 322…

Peer Contexts in Schools: Avenues Toward Behavioral Health in Early Adolescence.

PubMed

Cappella, Elise; Hwang, Sophia H J

2015-01-01

Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.

Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD

ERIC Educational Resources Information Center

Jurbergs, Nichole; Palcic, Jennette L.; Kelley, Mary L.

2010-01-01

Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher…

A Case Study of Positive Behavior Supports-Based Interventions in a Seventh-Grade Urban Classroom

ERIC Educational Resources Information Center

Hollingshead, Aleksandra; Kroeger, Stephen D.; Altus, Jillian; Trytten, Joyce Brubaker

2016-01-01

Struggling with frequent off-task behavior, a teacher in a midwestern inner-city high school requested assistance in her social studies classroom. A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. A…

Physically Abused Women’s Experiences of Sexual Victimization and their Children’s Disruptive Behavior Problems

PubMed Central

Spiller, Laura C.; Jouriles, Ernest N.; McDonald, Renee; Skopp, Nancy A.

2012-01-01

Objective Despite the substantial co-occurrence of women’s experiences of physical and sexual violence, very little is known about their separate and combined effects on child functioning. The present study examines whether sexual victimization experienced by physically abused women is associated with their children’s disruptive behavior problems, after controlling for mothers’ physical victimization and parent to child aggression. It also tests the hypothesis that maternal distress mediates the association between women’s sexual victimization and their children’s disruptive behavior problems. Method The sample includes 449 mothers and their children (4–8 years) who were recruited while residing in domestic violence shelters. Mothers reported on their experiences of physical and sexual victimization over the past year and their current symptoms of psychological distress. Trained diagnosticians interviewed mothers about their children’s disruptive behavior problems. Results Approximately 75% of the women reported experiences of sexual victimization. Physically abused women’s experiences of sexual victimization correlated positively with their children’s disruptive behavior problems and their own psychological distress. The results of path analyses indicated that maternal psychological distress mediates the relation between women’s experiences of sexual victimization and their children’s disruptive behavior problems. Conclusions This research suggests that physically abused women’s experiences of sexual victimization are important for understanding their children’s disruptive behavior problems. Additionally, this research provides further evidence that maternal psychological distress is important for understanding how intimate partner violence might influence children. PMID:23166861

Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School

PubMed Central

Stormshak, Elizabeth A.; Bierman, Karen L.; McMahon, Robert J.; Lengua, Liliana J.

2009-01-01

Examined the hypothesis that distinct parenting practices may be associated with type and profile of a child’s disruptive behavior problems (e.g., oppositional, aggressive, hyperactive). Parents of 631 behaviorally disruptive children described the extent to which they experienced warm and involved interactions with their children and the extent to which their discipline strategies were inconsistent and punitive and involved spanking and physical aggression. As expected from a developmental perspective, parenting practices that included punitive interactions were associated with elevated rates of all child disruptive behavior problems. Low levels of warm involvement were particularly characteristic of parents of children who showed elevated levels of oppositional behaviors. Physically aggressive parenting was linked more specifically with child aggression. In general, parenting practices contributed more to the prediction of oppositional and aggressive behavior problems than to hyperactive behavior problems, and parenting influences were fairly consistent across ethnic groups and sex. PMID:10693029

Instructional Variables of Inclusive Elementary Classrooms in Turkey

ERIC Educational Resources Information Center

Sucuoglu, Nimet Bulbin; Akalin, Selma; Pinar, Elif Sazak

2015-01-01

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

Behavioral Impacts of a Mindfulness Pilot Intervention for Elementary School Students

ERIC Educational Resources Information Center

Harpin, Scott B.; Rossi, AnneMarie; Kim, Amber K.; Swanson, Leah M.

2016-01-01

Elementary school students in today's urban classrooms face many life circumstances at home and in their communities that contribute to stress and coping needs. These stressors are often brought into the classroom, which impact learning, behaviors, and overall academic performance. Mindfulness has been used in classroom settings, particularly with…

Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

ERIC Educational Resources Information Center

Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

2018-01-01

Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

Using a Verbal Analysis of Lady Gaga's "Applause" as a Classroom Exercise for Teaching Verbal Behavior

ERIC Educational Resources Information Center

Witts, Benjamin N.; Arief, Icha; Hutter, Emily

2016-01-01

Learning Skinner's (1957) verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga's song "Applause" in terms of its metaphorical arrangements. Through the exercise, students…

Interventions. Organizing Systems To Support Competent Social Behavior in Children and Youth.

ERIC Educational Resources Information Center

Carter, Susanne

This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief…

Training of Classroom Relevant Behaviors with the "Staats Box." Technical Report #9.

ERIC Educational Resources Information Center

Sueoka, Sarah; And Others

This case study of a kindergarten boy in the Kamehameha Early Education Program (KEEP) suggests that specific operant training in school-relevant behaviors can facilitate classroom adjustment if the training is coordinated with the regular classroom teacher. The subject, considered unmanageable, hyperactive, and aggressive by the staff at his…

The Relationship between Teachers' Self-Efficacy with Behavior Management and School-Wide Positive Behavior Supports

ERIC Educational Resources Information Center

Micek, Kristin

2014-01-01

Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…

Telehealth Consultation in a Self-Contained Classroom for Behavior: A Pilot Study

ERIC Educational Resources Information Center

Knowles, Christen; Massar, Michelle; Raulston, Tracy Jane; Machalicek, Wendy

2017-01-01

Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth…

Implementing an Intervention in Special Education to Promote Social Skills in an Inclusive Setting

ERIC Educational Resources Information Center

Puckett, Kathleen; Mathur, Sarup R.; Zamora, Roxanne

2017-01-01

This study examined the effects of instruction, delivered in a special education classroom, to improve classroom behaviors and support the emergence of social skills in an inclusive classroom for two fourth grade male students with behavioral concerns. The intervention consisted of peer mentoring, interactive social narratives, video modeling and…

Gender in Research on Language. Researching Gender-Related Patterns in Classroom Discourse.

ERIC Educational Resources Information Center

Tannen, Deborah

1996-01-01

Examines gender-related patterns of behavior in the second-language classroom and argues that these patterns dovetail with all the other dynamics of language behavior. The article concludes that drawing on the theoretical foundations of frames theory will ensure that research into gender-related patterns of classroom discourse will reflect the…

Instructional Variables of Inclusive Elementary Classrooms in Turkey

ERIC Educational Resources Information Center

Sucuoglu, Nimet Bulbin; Akalin, Selma; Pinar, Elif Sazak

2014-01-01

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…

Risperidone in Children with Disruptive Behavior Disorders and Subaverage Intelligence: A 1-Year, Open-Label Study of 504 Patients

ERIC Educational Resources Information Center

Croonenberghs, Jan; Fegert, Joerg M.; Findling, Robert L.; de Smedt, Goedele; van Dongen, Stefan

2005-01-01

Objective: To determine the long-term safety and effectiveness of risperidone for severe disruptive behaviors in children. Method: A multisite, 1-year, open-label study of patients aged 5 to 14 years with disruptive behaviors and subaverage intelligence was conducted. Results: Seventy-three percent of the 504 patients enrolled completed the study.…

42 CFR 423.44 - Involuntary disenrollment from Part D coverage.

Code of Federal Regulations, 2012 CFR

2012-10-01

... HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT... this section; or (ii) The individual has engaged in disruptive behavior, as specified under paragraph...) Disruptive behavior—(i) Definition. A PDP enrollee is disruptive if his or her behavior substantially impairs...

42 CFR 423.44 - Involuntary disenrollment from Part D coverage.

Code of Federal Regulations, 2013 CFR

2013-10-01

... HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT... this section; or (ii) The individual has engaged in disruptive behavior, as specified under paragraph...) Disruptive behavior—(i) Definition. A PDP enrollee is disruptive if his or her behavior substantially impairs...

Torey Hayden's Teacher Lore: Classroom Behavior Management of Children with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Marlowe, Mike; Disney, Gayle

2006-01-01

Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…

Evidence-Based Practices for Addressing Classroom Behavior Problems

ERIC Educational Resources Information Center

Park, Hye-Suk Lee; Lynch, Sharon A.

2014-01-01

Teachers of young children can plan proactively so that they avoid some of the serious problem behaviors in the classroom. The strategies presented in this article are part of a problem solving approach to challenging behavior based on the principles of positive behavioral support. Although these methods presented here have research-based…

Practical Strategies for Minimizing Challenging Behaviors in the Preschool Classroom

ERIC Educational Resources Information Center

Jiang, Hui S.; Jones, Sarah Y.

2016-01-01

Challenging behaviors can happen to children with a variety of abilities in all kinds of settings, and children's early experiences as members of classroom communities serve as the foundation on which lifelong patterns of social behaviors are constructed. Therefore, helping children with challenging behaviors become fully included is essential for…

The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: A Case Study.

ERIC Educational Resources Information Center

Atherley, Carole

1990-01-01

Positive behavior management has been recommended as a more acceptable form of classroom management than traditional behavioral modification. This paper discusses the application of stimulus and contingency control methods (positive behavior management) to elicit more socially and academically acceptable behavior from elementary school children.…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Use of the Classroom Behavior Description Checklist in Preschool Developmental Screening.

ERIC Educational Resources Information Center

Aaronson, May; And Others

The Classroom Behavior Description (CBD)--a brief 10-item checklist on which teachers rate preschool childrens' behaviors which are considered most likely to influence school performance--was developed on the basis of earlier extensive research with more comprehensive children's behavior inventories. Results are reported of studies of teachers'…

The Cooperating Teacher: An Ambivalent Participant in Student Teaching.

ERIC Educational Resources Information Center

Koerner, Mari E.

1992-01-01

Inductive analyses of the journals of eight elementary, cooperating teachers revealed several consequences of having student teachers, including interruption of instruction, teacher displacement, disruption of classroom routine, breaking teachers' isolation, and shifting teachers' time and energy. (IAH)

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

NASA Astrophysics Data System (ADS)

Savasci, Funda; Berlin, Donna F.

2012-02-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

Offering Behavioral Assistance to Latino Students Demonstrating Challenging Behaviors

ERIC Educational Resources Information Center

Moreno, Gerardo; Bullock, Lyndal M.

2015-01-01

Challenging behaviors can significantly alter the learning environment of any classroom. Traditionally, schools have implemented practices that remove the offending student from the classroom, deliver punitive disciplinary actions, or refer the student to special education evaluation. Unfortunately, such practices have demonstrated little…

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…

Paraprofessional Support and Perceptions of a Function-Based Classroom Intervention

ERIC Educational Resources Information Center

Hendrix, Nicole M.; Vancel, Samantha M.; Bruhn, Allison L.; Wise, Sara; Kang, Sungeun

2018-01-01

Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a…

Pediatric emotional dysregulation and behavioral disruptiveness treated with hypnosis: a time-series design.

PubMed

Iglesias, Alex; Iglesias, Adam

2014-01-01

A case of pediatric oppositional defiant disorder (ODD) with concomitant emotional dysregulation and secondary behavioral disruptiveness was treated with hypnosis by means of the hypnotic hold, a method adapted by the authors. An A-B-A-B time-series design with multiple replications was employed to measure the relationship of the hypnotic treatment to the dependent measure: episodes of emotional dysregulation with accompanying behavioral disruptiveness. The findings indicated a statistically significant relationship between the degree of change from phase to phase and the treatment. Follow-up at 6 months indicated a significant reduction of the frequency of targeted episodes of emotional dysregulation and behavioral disruptiveness at home.

Turtle Manual.

ERIC Educational Resources Information Center

Schneider, Marlene; Robin, Arthur

This manual describes the Turtle Technique which was developed to help children with behavior problems control their own disruptive behavior. The technique differs from other behavior modification techniques in that it is based upon self-control rather than external control of disruptive behavior. The Turtle Technique first teaches the child how…

Social distance and behavioral attributes of developmentally handicapped and normal children.

PubMed

Sherman, L W; Burgess, D E

1985-12-01

20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 behavioral attributes yielded four factors, three of which were significant predictors of classroom social distance, accounting for better than half the variance in social distance. These were described as Incompetent/Unassertive, Positive/Active/Assertive, and Passive/Unassertive. Social rejection in mainstreamed classrooms is more a function of perceived behavioral attributes than the label developmentally handicapped.

Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) primary version.

PubMed

DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2015-03-01

A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured via the SSIS rating scale for all participants, and direct observations were completed for a subsample of participants within each classroom. Results indicated that the SSIS-CIP demonstrated positive effects on teacher ratings of participants' social skills and internalizing behaviors, with the greatest changes occurring in classrooms with students who exhibited lower skill proficiency prior to implementation. Statistically significant differences were not observed between treatment and control participants on teacher ratings of externalizing problem behaviors or direct observation.

42 CFR 423.44 - Involuntary disenrollment from Part D coverage.

Code of Federal Regulations, 2011 CFR

2011-10-01

... HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Eligibility and...) The individual has engaged in disruptive behavior, as specified under paragraph (d)(2) of this section...) Disruptive behavior—(i) Definition. A PDP enrollee is disruptive if his or her behavior substantially impairs...

Scatter Plot Analysis of Excessive Daytime Sleepiness and Severe Disruptive Behavior in Adults with Prader-Willi Syndrome: A Pilot Study

ERIC Educational Resources Information Center

Maas, Anneke P. H. M.; Didden, Robert; Bouts, Lex; Smits, Marcel G.; Curfs, Leopold M. G.

2009-01-01

Individuals with Prader-Willi syndrome (PWS) are at risk for excessive daytime sleepiness (EDS) and disruptive behavior. This pilot study explores temporal characteristics of EDS and severe disruptive behavior across time of day and day of week in seven individuals with PWS (aged between 33 and 49 years) of whom five were matched to controls.…

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

ERIC Educational Resources Information Center

Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

2016-01-01

This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…

A Demonstration of the Universal Problem-Solving Approach to Address Children's Inappropriate Behavior in Head Start Classrooms

ERIC Educational Resources Information Center

Snell, Martha E.; Voorhees, Mary D.; Walker, Virginia L.; Berlin, Rebecca A.; Jamison, Kristen Roorbach; Stanton-Chapman, Tina L.

2014-01-01

The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive…

The Effects of a Response-Cost Program on the Classroom Behavior of Two Children with Attention Deficit/Hyperactivity Disorder.

ERIC Educational Resources Information Center

Rickman, David; Motzenbecker, Trudi

This study examines the effects of using response cost in combination with positive reinforcement procedures in helping two second grade students with attention deficit hyperactivity disorder maintain their attention in the classroom. This involved the loss of reinforcers/points contingent upon inappropriate behavior in the classroom, in addition…

An Investigation on Teacher Candidates' Perspectives about Behaviors Positively Affecting Classroom Atmosphere

ERIC Educational Resources Information Center

Bulut Ozsezer, M. Spencer; Iflazoglu Saban, Ayten

2016-01-01

Problem Statement: A revision of literature shows that there are studies focusing on student and teacher perceptions of classroom atmosphere; however, no research has been found to be related to teacher candidates' perspectives on their behaviors in terms of positive classroom atmosphere. As teacher candidates are the main subject and the future…

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

ERIC Educational Resources Information Center

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…

Measuring Practicing and Prospective Elementary Teachers' Efficacy for Classroom Management: A Preliminary Development and Validation Study

ERIC Educational Resources Information Center

Putman, S. Michael

2013-01-01

Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through…

Increasing Academic Engagement through Focused Antecedent Modification

ERIC Educational Resources Information Center

Short, Maureen

2016-01-01

This article reviews the functional behavior assessment steps followed to develop interventions designed to decrease challenging behavior in the classroom. The implementation of antecedent based interventions generated from data gathered through interviews and observations addressed off-task, call outs and other challenging classroom behaviors.…

Dealing with Abnormal Behavior in the Classroom. Fastback 245.

ERIC Educational Resources Information Center

Romney, David M.

This booklet discusses four of the more common classroom behavior disorders with which teachers must deal: hyperactivity, childhood depression, extreme shyness, and aggressive behavior. In the section on hyperactivity, three characteristics--excessive motor activity, inattentiveness, and impulsiveness--are listed as constituting the hyperactivity…

Harsh Parenting As a Potential Mediator of the Association Between Intimate Partner Violence and Child Disruptive Behavior in Families With Young Children

PubMed Central

Grasso, Damion J.; Henry, David; Kestler, Jacqueline; Nieto, Ricardo; Wakschlag, Lauren S.; Briggs-Gowan, Margaret J.

2015-01-01

Young children living with intimate partner violence (IPV) are often also exposed to harsh parenting. Both forms of violence increase children’s risk for clinically significant disruptive behavior, which can place them on a developmental trajectory associated with serious psychological impairment later in life. Although it is hypothesized that IPV behaviors may spillover into harsh parenting, and thereby influence risk for disruptive behavior, relatively little is known about these processes in families with young children. The current study examines the overlap of the quality and frequency of psychological and physical forms of IPV and harsh parenting, and tests whether harsh parenting mediates the relationship between IPV and child disruptive behavior in a diverse cross-sectional sample of 81 children ages 4 to 6 years. Results suggest that mothers reporting a greater occurrence of psychologically aggressive IPV (e.g., yelling, name-calling) more often engage in psychological and physical aggression toward their children (odds ratios [ORs] = 4.6–9.9). Mothers reporting a greater occurrence of IPV in the form of physical assault more often engage in mild to more severe forms of physical punishment with potential harm to the child (ORs = 3.8–5.0). Psychological and physical forms of IPV and harsh parenting all significantly correlated with maternal reports of child disruptive behavior (r = .29–.40). Psychological harsh parenting partially mediated the association between psychological IPV and child disruptive behavior. However, a significant direct effect of psychological IPV on preschool children’s disruptive behavior remained. Implications for child welfare policy and practice and intervention, including the need for increased awareness of the negative impact of psychological IPV on young children, are discussed. PMID:25724875

Harsh Parenting As a Potential Mediator of the Association Between Intimate Partner Violence and Child Disruptive Behavior in Families With Young Children.

PubMed

Grasso, Damion J; Henry, David; Kestler, Jacqueline; Nieto, Ricardo; Wakschlag, Lauren S; Briggs-Gowan, Margaret J

2016-07-01

Young children living with intimate partner violence (IPV) are often also exposed to harsh parenting. Both forms of violence increase children's risk for clinically significant disruptive behavior, which can place them on a developmental trajectory associated with serious psychological impairment later in life. Although it is hypothesized that IPV behaviors may spillover into harsh parenting, and thereby influence risk for disruptive behavior, relatively little is known about these processes in families with young children. The current study examines the overlap of the quality and frequency of psychological and physical forms of IPV and harsh parenting, and tests whether harsh parenting mediates the relationship between IPV and child disruptive behavior in a diverse cross-sectional sample of 81 children ages 4 to 6 years. Results suggest that mothers reporting a greater occurrence of psychologically aggressive IPV (e.g., yelling, name-calling) more often engage in psychological and physical aggression toward their children (odds ratios [ORs] = 4.6-9.9). Mothers reporting a greater occurrence of IPV in the form of physical assault more often engage in mild to more severe forms of physical punishment with potential harm to the child (ORs = 3.8-5.0). Psychological and physical forms of IPV and harsh parenting all significantly correlated with maternal reports of child disruptive behavior (r = .29-.40). Psychological harsh parenting partially mediated the association between psychological IPV and child disruptive behavior. However, a significant direct effect of psychological IPV on preschool children's disruptive behavior remained. Implications for child welfare policy and practice and intervention, including the need for increased awareness of the negative impact of psychological IPV on young children, are discussed. © The Author(s) 2015.

Affective network and default mode network in depressive adolescents with disruptive behaviors

PubMed Central

Kim, Sun Mi; Park, Sung Yong; Kim, Young In; Son, Young Don; Chung, Un-Sun; Min, Kyung Joon; Han, Doug Hyun

2016-01-01

Aim Disruptive behaviors are thought to affect the progress of major depressive disorder (MDD) in adolescents. In resting-state functional connectivity (RSFC) studies of MDD, the affective network (limbic network) and the default mode network (DMN) have garnered a great deal of interest. We aimed to investigate RSFC in a sample of treatment-naïve adolescents with MDD and disruptive behaviors. Methods Twenty-two adolescents with MDD and disruptive behaviors (disrup-MDD) and 20 age- and sex-matched healthy control (HC) participants underwent resting-state functional magnetic resonance imaging (fMRI). We used a seed-based correlation approach concerning two brain circuits including the affective network and the DMN, with two seed regions including the bilateral amygdala for the limbic network and the bilateral posterior cingulate cortex (PCC) for the DMN. We also observed a correlation between RSFC and severity of depressive symptoms and disruptive behaviors. Results The disrup-MDD participants showed lower RSFC from the amygdala to the orbitofrontal cortex and parahippocampal gyrus compared to HC participants. Depression scores in disrup-MDD participants were negatively correlated with RSFC from the amygdala to the right orbitofrontal cortex. The disrup-MDD participants had higher PCC RSFC compared to HC participants in a cluster that included the left precentral gyrus, left insula, and left parietal lobe. Disruptive behavior scores in disrup-MDD patients were positively correlated with RSFC from the PCC to the left insular cortex. Conclusion Depressive mood might be correlated with the affective network, and disruptive behavior might be correlated with the DMN in adolescent depression. PMID:26770059

Heart Rate and Treatment Effect in Children with Disruptive Behavior Disorders

ERIC Educational Resources Information Center

Stadler, Christina; Grasmann, Dorte; Fegert, Jorg M.; Holtmann, Martin; Poustka, Fritz; Schmeck, Klaus

2008-01-01

Objective: To examine whether children with disruptive behavior disorders (DBDs; hyperkinetic conduct disorder, conduct disorder, hyperkinetic disorder) characterized by low heart rate profit less from an intensive cognitive behavioral intervention aimed at reducing impulsive, oppositional and aggressive behavior problems. Method: Basal heart rate…

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

PubMed

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Parents' Education, Personality, and Their Children's Disruptive Behaviour

ERIC Educational Resources Information Center

Purwati; Japar, Muhammad

2017-01-01

The aims of this study were (1) to understand the effects of parents' education and personality aspects on child disruptive behavior, (2) to know the correlation between the parents' personality aspects (N-Deference, N-Succorance, N-Dominance and N-Aggression) and the children' disruptive behavior. A quantitative approach to the correlational…

Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior

ERIC Educational Resources Information Center

Schieltz, Kelly M.; Wacker, David P.; Harding, Jay W.; Berg, Wendy K.; Lee, John F.; Padilla Dalmau, Yaniz C.; Mews, Jayme; Ibrahimovic, Muska

2011-01-01

The purpose of this study was to evaluate the effects of functional communication training (FCT) on the occurrence of non-targeted disruptive behavior. The 10 participants were preschool-aged children with developmental disabilities who engaged in both destructive (property destruction, aggression, self-injury) and disruptive (hand flapping,…

Sleep Problems, Sleepiness and Daytime Behavior in Preschool-Age Children

ERIC Educational Resources Information Center

Goodlin-Jones, Beth; Tang, Karen; Liu, Jingyi; Anders, Thomas F.

2009-01-01

Background: Sleep problems are a common complaint of parents of preschool children. Children with neurodevelopmental disorders have even more disrupted sleep than typically developing children. Although disrupted nighttime sleep has been reported to affect daytime behavior, the pathway from sleep disruption to sleep problems, to impairments in…

Links between motor control and classroom behaviors: Moderation by low birth weight

PubMed Central

Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

2016-01-01

It is unclear from past research on effortful control whether one of its components, motor control, independently contributes to adaptive classroom behaviors. The goal of this study was to identify associations between early motor control, measured by the walk-a-line task at age 3, and teacher-reported learning-related behaviors (approaches to learning and attention problems) and behavior problems in kindergarten classrooms. Models tested whether children who were vulnerable to poorer learning behaviors and more behavior problems due to having been born low birth weight benefited more, less, or the same as other children from better motor control. Data were drawn from the national Fragile Families and Child-Wellbeing Study (n = 751). Regression models indicated that motor control was significantly associated with better approaches to learning and fewer behavior problems. Children who were low birth weight benefitted more than normal birth weight children from better motor control with respect to their approaches to learning, but equally with respect to behavior problems. Additionally, for low but not normal birth weight children, better motor control predicted fewer attention problems. These findings suggest that motor control follows a compensatory model of development for low birth weight children and classroom behaviors. PMID:27594776

Teaching Students with Behavioral Disorders to Use a Negotiation Procedure: Impact on Classroom Behavior and Conflict Resolution Strategy

ERIC Educational Resources Information Center

Bullock, Cathy

2012-01-01

The impact of the instruction of a six-step problem solving negotiation procedure on the conflict resolution strategies and classroom behavior of six elementary students with challenging behaviors was examined. Moderately positive effects were found for the following negotiation strategies used by students: independent problem solving, problem…

The Conflicts in In-School Cultural Behaviors of the Puerto Rican Migrant Children on the Mainland.

ERIC Educational Resources Information Center

Prewitt-Diaz, Joseph O.

In this paper, culturally acceptable home behaviors of Puerto Rican children are contrasted with those behaviors that are demanded in classrooms of mainland United States schools. Sources of conflicts between home and classroom behaviors discussed include: (1) instability resulting from the migration process; (2) language problems; (3)…

Comparison of Correlates of Classroom Behavior Problems in Schools with and without a School-Wide Character Education Program

ERIC Educational Resources Information Center

Parker, David C.; Nelson, Jennifer S.; Burns, Matthew K.

2010-01-01

System-wide practices in schools should diminish the occurrence of children's problem behavior that is deleterious to academic achievement. The current study examined the relationship between variables that affect classroom behavior and observed behavior in schools with and without a theoretically based character education program. Observational…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Teachers' Beliefs about Integrating Digital Literacy into Classroom Practice: An Investigation Based on the Theory of Planned Behavior

ERIC Educational Resources Information Center

Sadaf, Ayesha; Johnson, Barbara L.

2017-01-01

This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs…

Preschool Peer Interactions and Readiness To Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct.

ERIC Educational Resources Information Center

Coolahan, Kathleen; Fantuzzo, John; Mendez, Julia; McDermott, Paul

2000-01-01

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…

Undesired Behaviors Faced in Classroom by Physics Teachers in High Schools

ERIC Educational Resources Information Center

Bayar, Adem; Kerns, James H.

2015-01-01

The aim of this study is to define undesired behaviors in the classroom, to better understand the reasons of these undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who work…

How Can We Improve School Discipline?

ERIC Educational Resources Information Center

Osher, David; Bear, George G.; Sprague, Jeffrey R.; Doyle, Walter

2010-01-01

School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline…

Effect of Active Videogames on Underserved Children's Classroom Behaviors, Effort, and Fitness.

PubMed

Gao, Zan; Lee, Jung Eun; Pope, Zachary; Zhang, Dachao

2016-09-30

The purpose of this study was to examine the effect of active videogames (AVGs) on underserved minority children's on-task classroom behavior, academic effort, and fitness. A one group pre- and posttest repeated measures design was used. In Fall 2013, 95 fourth grade children (57 boys, 38 girls; 96% of minority) from three classes at an underserved urban elementary school participated in teacher-supervised AVG activities (e.g., Wii Sports, Xbox Just Dance). Specifically, students participated in a 50-minute weekly AVG program at school for 6 weeks. Children's academic effort was evaluated by classroom teachers using a validated scale that assessed activity, attention, conduct, and social/emotional behavior. Moreover, children's classroom behavior was observed immediately before and after each AVG session by trained researchers. Finally, cardiovascular fitness was also measured. A paired t-test was used to assess teacher-rated student effort, while one-way (gender) analysis of variance (ANOVA) with repeated measures was performed to analyze children's on-task classroom behavior. There was a significant effect on children's effort between the first (mean = 3.24, SD = 0.75) and last week (mean = 3.41, SD = 0.73) assessments, t = 2.42, P = 0.02. In addition, there was a significant effect on classroom behavior, F = 33.103, P < 0.01. In detail, children scored significantly higher on on-task behavior during the post-AVG observation (mean = 81.4, SD = 12.3) than seen during the pre-AVG observation (mean = 69.8, SD = 14.9). However, no main effect was indicated for gender, F = 0.39, P = 0.54. No significant improvement in cardiovascular fitness was observed, although slight improvements were seen. Offering an AVG program at school could improve underserved minority children's classroom on-task behavior and academic effort. Future studies may include a control group to further confirm the effectiveness of AVG activities. Practical implications for educators and other stakeholders are provided.

Classroom Problems That Won't Go Away.

ERIC Educational Resources Information Center

Warner, Laverne; Lynch, Sharon

2003-01-01

Discusses chronic behavior problems that occur in early childhood classrooms and the need to intervene at an early age to prevent continued conduct problems. Examines different kinds of challenging behaviors and motivations for them. Suggests intervention methods to prevent antisocial behavior and strategies for teaching children alternative…

Linking Informant Discrepancies to Observed Variations in Young Children's Disruptive Behavior

ERIC Educational Resources Information Center

De Los Reyes, Andres; Henry, David B.; Tolan, Patrick H.; Wakschlag, Lauren S.

2009-01-01

Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children's behavior exist, in part, because different informants observe children's behavior in different settings. We examined patterns of observed preschool disruptive behavior across varying social contexts in the laboratory and whether they…

Parasympathetic reactivity and disruptive behavior problems in young children during interactions with their mothers and other adults: A preliminary investigation

PubMed Central

Cooper-Vince, Christine E.; DeSerisy, Mariah; Cornacchio, Danielle; Sanchez, Amanda; McLaughlin, Katie A.; Comer, Jonathan S.

2017-01-01

Parasympathetic nervous system influences on cardiac functions—commonly indexed via respiratory sinus arrhythmia (RSA)—are central to self-regulation. RSA suppression during challenging emotional and cognitive tasks is often associated with better emotional and behavioral functioning in preschoolers. However, the links between RSA suppression and child behavior across various challenging interpersonal contexts remains unclear. The present study experimentally evaluated the relationship between child RSA reactivity to adult (mother vs. study staff) direction and disruptive behavior problems in children ages 3–8 with varying levels of disruptive behavior problems (N=43). Reduced RSA suppression in the context of mothers’ play-based direction was associated with more severe child behavior problems. In contrast, RSA suppression in the context of staff play-based direction was not associated with behavior problems. Findings suggest that the association between RSA suppression and child behavior problems may vary by social context (i.e., mother vs. other adult direction-givers). Findings are discussed in regard to RSA as an indicator of autonomic self-regulation that has relevance to child disruptive behavior problems. PMID:28261792

Maternal characteristics predicting young girls' disruptive behavior.

PubMed

van der Molen, Elsa; Hipwell, Alison E; Vermeiren, Robert; Loeber, Rolf

2011-01-01

Little is known about the relative predictive utility of maternal characteristics and parenting skills on the development of girls' disruptive behavior. The current study used five waves of parent- and child-report data from the ongoing Pittsburgh Girls Study to examine these relationships in a sample of 1,942 girls from age 7 to 12 years. Multivariate generalized estimating equation analyses indicated that European American race, mother's prenatal nicotine use, maternal depression, maternal conduct problems prior to age 15, and low maternal warmth explained unique variance. Maladaptive parenting partly mediated the effects of maternal depression and maternal conduct problems. Both current and early maternal risk factors have an impact on young girls' disruptive behavior, providing support for the timing and focus of the prevention of girls' disruptive behavior.

Impact of Incredible Years® on teacher perceptions of parental involvement: A latent transition analysis.

PubMed

Thompson, Aaron M; Herman, Keith C; Stormont, Melissa A; Reinke, Wendy M; Webster-Stratton, Carolyn

2017-06-01

The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n=19) or a control condition (n=23). Teachers rated parental involvement (i.e., bonding with teacher, parental involvement at school) for the families of 805 low income students (IY TCM=504, control=301). A latent profile transition analysis framework was used to model the effect of IY TCM on teacher perceptions of parental involvement from pre to posttest. Four profiles consisting of various patterns of high, medium, and low teacher perceptions of bonding with and involvement of parents emerged. Analyses of teacher profiles at baseline revealed teachers who felt parental involvement and bonding was low were also likely to rate students as having more externalizing behaviors, fewer social competencies, more attention deficit symptoms, and disruptive behaviors towards adults and peers compared to teachers with more adaptive profiles. Further analysis revealed that parents of teachers randomly assigned to IY TCM were more likely to transition to a more adaptive view of parental involvement at follow-up compared to teachers in the control condition. Because teacher perceptions of parental involvement may adversely impact teacher attitudes towards difficult students, findings from the present study support the promise of teacher training as an avenue for conferring protections for struggling students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Dismantling the White Supremacy Embedded in Our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students

ERIC Educational Resources Information Center

Haynes, Chayla

2017-01-01

An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom, was subsequently developed and tested in this constructivist grounded theory study. Findings…

Preliminary Psychometrics of the Participatory Evaluation and Expert Review for Classrooms Serving Students with Emotional/Behavioral Disabilities (PEER-EBD)

ERIC Educational Resources Information Center

Tsai, Shu-Fei; Cheney, Douglas; Walker, Bridget

2013-01-01

The quality of classrooms serving students with emotional and behavioral disabilities (EBD) is a continuing concern because of its influence on students' educational outcomes. Program evaluation of classrooms for students with EBD has been a recommended practice for many years since Grosenick, George, and George (1987) conducted their…

Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

ERIC Educational Resources Information Center

Moore, Dennis W.; Anderson, Angelika; Glassenbury, Michele; Lang, Russell; Didden, Robert

2013-01-01

Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students…

Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms.

ERIC Educational Resources Information Center

Turner, Julianne C.; Meyer, Debra K.; Midgley, Carol; Patrick, Helen

2003-01-01

Examined the relation between the nature of teacher discourse and sixth-grade students' reports of affect and behavior in mathematics classrooms students perceived as emphasizing both mastery and performance goals. Found that students in the classroom in which there was constant and explicit support for autonomy and intrinsic motivation, positive…

Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior

ERIC Educational Resources Information Center

Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark

2011-01-01

The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C =…

Bystanders Matter: Associations between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms

ERIC Educational Resources Information Center

Salmivalli, Christina; Voeten, Marinus; Poskiparta, Elisa

2011-01-01

This study investigated whether the bystanders' behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9-11 years of age), who were nested within 385 classrooms in 77 schools. The students…

The Single and Combined Effects of Multiple Intensities of Behavior Modification and Methylphenidate for Children with Attention Deficit Hyperactivity Disorder in a Classroom Setting

ERIC Educational Resources Information Center

Fabiano, Gregory A.; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika K.; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Arnold, Fran; Garefino, Allison; Keenan, Jenna K.; Onyango, Adia N.; Hoffman, Martin T.; Massetti, Greta M.; Robb, Jessica A.

2007-01-01

Currently behavior modification, stimulant medication, and combined treatments are supported as evidence-based interventions for attention deficit hyperactivity disorder in classroom settings. However, there has been little study of the relative effects of these two modalities and their combination in classrooms. Using a within-subject design, the…

Do Actions Speak Louder than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence

ERIC Educational Resources Information Center

Scholte, Ron; Sentse, Miranda; Granic, Isabela

2010-01-01

The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M = 13.4 years, SD = 0.63) from 109 middle school classes. Self- and…

A Comparison of the Quality and Sequence of Television and Classroom Science Questions With a Proposed Strategy of Science Instruction

ERIC Educational Resources Information Center

Beisenherz, Paul C.

1973-01-01

Studied the utilization and effectiveness of a televised science series in 54 first through fourth-grade classrooms, using multiple category systems to analyze the questioning behavior of studio and classroom teachers. Concluded that questioning behaviors of teachers with or without the teachers' manual was influenced by the TV broadcast. (CC)

Teacher-Child Dyadic Interaction: A Manual for Coding Classroom Behavior. Report Series No. 27.

ERIC Educational Resources Information Center

Brophy, Jere E.; Good, Thomas L.

This manual presents the rationale and coding system for the study of dyadic interaction between teachers and children in classrooms. The introduction notes major differences between this system and others in common use: 1) it is not a universal system that attempts to code all classroom behavior, and 2) the teacher's interactions in his class are…

Effects of Caffeine on Classroom Behavior, Sustained Attention, and a Memory Task in Preschool Children.

ERIC Educational Resources Information Center

Baer, Ruth A.

1987-01-01

The investigation of the effect of normative amounts of caffeine on the behavior of six normal kindergarten children found that caffeine exerted only small and inconsistent effects on such classroom behaviors as time off-task and gross motor activity. (Author/DB)

The Relationship between Classroom Management Strategies and Student Misbehaviors.

ERIC Educational Resources Information Center

Skiba, Russell J.

Because research has determined that specific management techniques can have an effect on the classroom behavior of students, an observational rating scale was developed to assess the type of management techniques six elementary teachers in a program for behaviorally disordered children used to control behavior. Correlational analyses were used to…

A Review of Functional Analysis Methods Conducted in Public School Classroom Settings

ERIC Educational Resources Information Center

Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.

2016-01-01

The use of functional behavior assessments (FBAs) to address problem behavior in classroom settings has increased as a result of education legislation and long-standing evidence supporting function-based interventions. Although functional analysis remains the standard for identifying behavior--environment functional relations, this component is…

Examining the Effectiveness of Numbered Heads Together for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hunter, William; Haydon, Todd

2013-01-01

Challenging behaviors displayed in both general education classrooms and self-contained classrooms by students with emotional behavioral disorders (EBD) can be a difficult challenge for novice and experienced teachers (Kennedy & Jolivette, 2008; Turnbull, Turnbull, & Wehmeyer, 2010). Furthermore, students with EBD demonstrate broad…

What Makes a Defender? A Multilevel Study of Individual Correlates and Classroom Norms in Explaining Defending Behaviors

ERIC Educational Resources Information Center

Lucas-Molina, Beatriz; Giménez-Dasí, Marta; Fonseca-Pedrero, Eduardo; Pérez-Albéniz, Alicia

2018-01-01

This study examines the interplay between individual characteristics (social status, provictim attitudes, and family messages about conflict resolution) and classroom descriptive and injunctive norms (peer victimization behaviors and bullying-related beliefs, respectively) in explaining defending behavior. For this purpose, we used a…

Nonverbal Behavior and the Communication Process.

ERIC Educational Resources Information Center

Duke, Charles R.

The effect of nonverbal behavior on communication is apparent, but educators are left with the question of how an awareness of nonverbal behavior can fit into the classroom. In fact the average classroom offers a vast supply of information about nonverbal communication that remains relatively untouched in scientific studies. The processes of…

A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool

ERIC Educational Resources Information Center

Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.

2018-01-01

Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…

Children with Behavioral, Non-Behavioral, and Multiple Disabilities, and the Risk of Out-of-Home Placement Disruption

ERIC Educational Resources Information Center

Helton, Jesse J.

2011-01-01

Objective: This study examined the relative risk of placement disruption for 3-10 year-old children placed in out-of-home care based on the biological relatedness of the placement caregiver and child disability status: no disability, a non-behavioral disability only, a behavioral disability only, or both a non-behavioral and behavioral disability.…

Direct behavior rating as a school-based behavior universal screener: replication across sites.

PubMed

Kilgus, Stephen P; Riley-Tillman, T Chris; Chafouleas, Sandra M; Christ, Theodore J; Welsh, Megan E

2014-02-01

The purpose of this study was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) targets of disruptive, engaged, and respectful behavior within school-based universal screening. Participants included 31 first-, 25 fourth-, and 23 seventh-grade teachers and their 1108 students, sampled from 13 schools across three geographic locations (northeast, southeast, and midwest). Each teacher rated approximately 15 of their students across three measures, including DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Moderate to high bivariate correlations and area under the curve statistics supported concurrent validity and diagnostic accuracy of DBR-SIS. Receiver operating characteristic curve analyses indicated that although respectful behavior cut scores recommended for screening remained constant across grade levels, cut scores varied for disruptive behavior and academic engaged behavior. Specific cut scores for first grade included 2 or less for disruptive behavior, 7 or greater for academically engaged behavior, and 9 or greater for respectful behavior. In fourth and seventh grades, cut scores changed to 1 or less for disruptive behavior and 8 or greater for academically engaged behavior, and remained the same for respectful behavior. Findings indicated that disruptive behavior was particularly appropriate for use in screening at first grade, whereas academically engaged behavior was most appropriate at both fourth and seventh grades. Each set of cut scores was associated with acceptable sensitivity (.79-.87), specificity (.71-.82), and negative predictive power (.94-.96), but low positive predictive power (.43-.44). DBR-SIS multiple gating procedures, through which students were only considered at risk overall if they exceeded cut scores on 2 or more DBR-SIS targets, were also determined acceptable in first and seventh grades, as the use of both disruptive behavior and academically engaged behavior in defining risk yielded acceptable conditional probability indices. Overall, the current findings are consistent with previous research, yielding further support for the DBR-SIS as a universal screener. Limitations, implications for practice, and directions for future research are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.