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1.
Within the context of illustrating three observational techniques: Ad Lib., Focal Child, and All Occurrences of Some Behaviors, verbal disciplinary techniques as used by a regular classroom teacher and a student teacher are compared. Managing, Threatening, and Describing behaviors were observed as these were used as desist attempts by the teachers to stop inappropriate behaviors, and, presumably, to return the children to on-task behaviors.Since discipline is frequently a student teacher's most difficult task, some modeling of the classroom teacher's behaviors were expected to occur. This was found for discipline directed at individual children, but not total group disciplinary attempts. While the regular teacher produced more desists and was more effective in returning the children to on-task behavior, when disruptive children's sequential patterns of behavior were examined the most frequent response was something other than on-task behaviors. Questions are raised about what should be modeled, and when in a sequence of behaviors a teacher should intervene.University of Illinois 相似文献
2.
Amina Turton 《Emotional and Behavioural Difficulties》2013,18(4):333-347
In an increasingly inclusive and complex setting, professionals in the school workforce working with children presenting social, emotional and behavioural difficulties are managing difficulties that frequently reflect co‐morbidity and multiple‐disorder. This article reports practitioner‐led research taking place in a mainstream school in the USA exploring the behaviour management of a pupil presenting with Tourette's Syndrome (TS). The research takes the form of a case study of a teacher‐led intervention. The research introduced the use of functional behavioural assessment (FBA) and a peer support group as the basis of the intervention. This method was aimed at involving teachers more specifically and broadening practitioners' perspectives on the ‘reasons’ and ‘antecedents’ for behaviours being presented. An outcome of the research was the blended use of an FBA and a peer support group process to increase the interaction skills of a student with TS and supported inclusive education for the student. 相似文献
3.
Gerardo Moreno 《Education 3-13》2013,41(4):363-371
When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the challenging behaviour with desired and positive behaviours. The Functional Behavioural Assessment (FBA) is a systematic data collection process used to ascertain information about a student demonstrating a challenging behaviour(s). Typically reserved for students receiving special education services, the FBA can assist students in the general education curriculum as well. More importantly, the FBA process can be of great use in helping the classroom teacher better understand the challenging behaviour, the triggers for the behaviour and the reinforcing consequences of the behaviour. This paper will review the fundamentals of the FBA process, advantages of the process, and practical steps the classroom teacher can use to conduct an FBA. 相似文献
4.
Stephen K. Jull 《International Journal of Inclusive Education》2013,17(5):489-500
Disruptive, antisocial behaviour remains an ongoing issue for all schools, and particularly those identified as inclusive. Children who exhibit elevated levels of antisocial behaviour have an increased risk of numerous negative life consequences, including impaired social relationships, escalating aggressive behaviours, substance abuse, and school dropout. Schools remain committed to the use of exclusions as response to disruptive behaviours, justified in terms of protecting the teaching and learning environment of others. However, exclusions disrupt the educational and social supports of these ‘high‐risk/high‐needs’ students at a time when they need it most. Schools remain confounded, citing insufficient resources and time. This paper suggests student behaviour self‐monitoring presents opportunities for a combined intervention and assessment strategy, increasing the capacity to identify and respond to incidents of disruptive behaviour for all students before patterned disruptive behaviours emerge or are constituted as problematic. 相似文献
5.
Rollo Scott Crutchlow Lauren Nagpal Taniya S. Sui Wuyou Prapavessis Harry 《Learning Environments Research》2019,22(2):153-171
The purpose of this systematic review was to synthesise and evaluate the literature on the effects of classroom-based dynamic seating interventions on academic-related outcomes, among school-aged children and adolescents. A secondary aim was to examine the effects of interventions on students’ sedentary behaviour and physical activity levels. In September 2017, four electronic databases (PsycINFO, PubMed, SPORTDiscus, Web of Science) were searched and a total of 5138 titles and abstracts were reviewed. Studies that examined associations between a classroom-based dynamic seating intervention and at least one academic-related outcome in school-aged children or adolescents were included. A best-evidence synthesis and narrative approach was implemented to synthesise the evidence. Thirteen studies published between 2003 and 2017 were identified that met the inclusion criteria for the review. There is some evidence that classroom-based dynamic seating interventions could have positive effects on the in-seat behaviour, academic engagement and attention of school aged-children and adolescents, predominantly those with attention difficulties. It is currently unclear whether dynamic seating has positive effects on students’ on-task behaviour, disruptive behaviour, memory, concentration or academic achievement. No intervention was found to have a detrimental effect on academic-related outcomes. The findings come from low-quality to moderate-quality studies (M?=?60.62%; SD?=?10.44). Classroom-based dynamic seating could be a simple, effective health strategy to reduce students’ static sitting time without compromising student learning and academic performance. The current interventions need to be replicated with larger, adequately-powered RCT designs, valid and reliable outcome measures, and assessment of intervention fidelity.
相似文献6.
The article describes research into the perspectives of students with autism regarding their participation as the target participants in a peer-mediated social communication intervention. Questionnaires were administered to four elementary-aged students with autism before and after their involvement in the intervention. The students' parents and teachers also completed questionnaires about the students' participation in the intervention. Through the use of these questionnaires, we gained an insight into students' experiences with the intervention, which elements of the intervention they found most enjoyable and most effective, and the perceived impacts of the intervention on their social communication behaviours. Qualitative and quantitative analyses of the questionnaire data revealed that all four students with autism enjoyed participating in the peer-mediated intervention sessions, felt that their social communication behaviours had improved as a result of their involvement, and would like to be involved in similar sessions in the future. Implications for parents and educators who support the social communication of children with autism are explored. 相似文献
7.
This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two 'inclusive' mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD). 相似文献
8.
Gerardo Moreno Mickie Wong-Lo Maureen Short Lyndal M. Bullock 《Emotional and Behavioural Difficulties》2013,18(4):343-355
As the US student population continues to become increasingly diverse, educators have encountered difficulties in distinguishing between cultural differences and genuine disability indicators. This concern is clearly evident in assisting students from diverse backgrounds who demonstrate chronic challenging behaviours. Past practices (e.g. disciplinary office referrals, out-of-school suspensions, expulsion) have contributed to the likelihood of students from diverse backgrounds being misidentified as having an emotional or behavioural disorder. However, by tailoring the functional behavioural assessment (FBA), educators better differentiate cultural factors from disability characteristics and better understand the students’ needs. This paper will discuss the significance in meeting the needs of an increasingly diverse student population, provide an overview of the FBA process and present considerations in creating a culturally attuned FBA. 相似文献
9.
The purpose of this paper was to investigate Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students’ disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper. 相似文献
10.
Szu-Yin Chu 《International Journal of Early Years Education》2015,23(2):172-191
Positive Behaviour Intervention and Support (PBIS) is an evidence-based approach that has been proven to be effective in remediating problem behaviours in children. The purpose of this study was to evaluate the effectiveness of the family-centred PBIS approach when involving Taiwanese families in the treatment of off-task and non-compliant behaviours of three young children with disabilities. The single-subject design utilised multiple measurements to monitor dependent variables. Data of two targeted behaviours were collected in both centre and classroom settings from baseline to follow-up phases, though to meet the participating families' needs, intervention was primarily implemented in the centre setting. The results revealed that participants exhibited immediate and significant gains (i.e. a decreasing trend in the targeted behaviours) upon implementation of the intervention and that those gains were maintained after the cessation of intervention. Further evidence of efficacy of this intervention was found in the improvement in parents' ratings of acceptance of the PBIS approach and levels of parental stress. The follow-up data implied that PBIS may represent effective practices worthy of consideration for use with children in inclusive classrooms. 相似文献
11.
W. Ray Crozier 《Educational Psychology in Practice》2014,30(2):156-166
Shy and withdrawn behaviours are cause for concern and have attracted contrasting perspectives. On the one hand, they are regarded as predictive of social anxiety disorder and may benefit from intervention; on the other hand, there are claims that normal behaviours are being pathologised. Evidence is reviewed which suggests that while they represent a risk factor for social anxiety disorder, these patterns of behaviours are only moderately predictive, the large majority of shy children do not go on to meet diagnostic criteria for social anxiety disorder, nor have adults who meet these criteria necessarily been shy as children. A fruitful approach may be to develop effective social and emotional learning programmes to increase children’s understanding of shyness and to aid identification of children at risk. 相似文献
12.
Louise Dursley 《教育心理学》2015,35(4):416-429
Children’s reports of the perceived seriousness of disruptive classroom behaviours were examined from their own perspective and from their perceptions of their peers’ beliefs about the same behaviour. Two hundred and seventy-six (116 female and 161 male, Mage?=?11.00?years, SDage?=?1.29) children recruited from a primary and a secondary school in the UK completed measures of the perceived seriousness of disruptive classroom behaviours from their own perspective and also their beliefs about their peers’ perceptions, social desirability and social behaviour. A three-factor structure of disruptive classroom behaviours emerged encompassing: Imprudent behaviours, negative behaviours and expressed emotions. Children judged the disruptive classroom behaviours as more serious compared to how they thought their peers would judge the same behaviour. Gender and age differences also emerged. The findings support the conclusion that children regard disruptive classroom behaviours as more serious than they believe their peers do. 相似文献
13.
Linda J. Miller Phillip S. Strain Kimberly Boyd Janet Jarzynka Mary McFetridge 《Early education and development》1993,4(3):162-181
The effectiveness of using a group self-management procedure to increase the on-task behavior of four disruptive preschool boys was studied using a reversal design combined with a multiple baseline across settings design. Measures of child and teacher behavior were obtained through direct observation during free play, transition, and small group instruction activities. The classwide procedure, which included self-assessment by the students, matching the assessments with the teacher, and reinforcement based on a match between teacher and child ratings, was conducted by teachers in two classrooms located at a Head Start center in a large urban area. Results suggest that use of the procedure improved on-task behavior of the target students and decreased off-task and competing behavior. For the teachers, use of a group approach to self-management served the dual purpose of addressing individual student needs while promoting independent and responsible behavior for all members of the class. 相似文献
14.
《Early education and development》2013,24(3):162-181
The effectiveness of using a group self-management procedure to increase the on-task behavior of four disruptive preschool boys was studied using a reversal design combined with a multiple baseline across settings design. Measures of child and teacher behavior were obtained through direct observation during free play, transition, and small group instruction activities. The classwide procedure, which included self-assessment by the students, matching the assessments with the teacher, and reinforcement based on a match between teacher and child ratings, was conducted by teachers in two classrooms located at a Head Start center in a large urban area. Results suggest that use of the procedure improved on-task behavior of the target students and decreased off-task and competing behavior. For the teachers, use of a group approach to self-management served the dual purpose of addressing individual student needs while promoting independent and responsible behavior for all members of the class. 相似文献
15.
The current study evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turn-taking skills, and taught children to repair and revise and to avoid interruptions and overlaps. Ten children who enrolled in an inclusive at-risk classroom met the inclusion criteria. A multiple baseline design across two dyads replicated across three additional dyads was used to determine the effects of the intervention. The social communication intervention was highly effective for five children, moderately effective for three children, and mildly effective for two children in increasing the rate of initiations with an immediate peer response from baseline to intervention. The social communication intervention was highly effective for one child, moderately effective for three children, mildly effective for two children, and ineffective for four children in improving turn-taking skills. Generalization results showed that nine out of ten participants demonstrated increased peer play following the intervention, increased levels of child-initiated interactions with a positive peer response, and decreased levels of solitary play. Several implications for practice were derived from the findings. By teaching children turn-taking strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior. 相似文献
16.
On-task and off-task behaviours have been used in educational research either as independent topics of interest or as dependent variables. In clinical research, there is general agreement about what constitutes off-task behaviours but no such agreement exists for on-task behaviours. This paper reviews 54 studies spanning the last 22?years in order to examine how on-task behaviour has been defined in the educational literature. From the 54 studies, 25 different on-task behaviours were identified. The 25 on-task behaviours were assessed to see if they could be allocated to a category. Four categories of behaviours were identified: task-related, teacher-related, social and miscellaneous. Building on the analysis from the identification and categorisation of the behaviours, the paper suggests a checklist of behaviours that differ in degree of how necessary they are to include in research when using on-task behaviours as a dependent measure. The paper concludes by suggesting that, although on-task behaviours can be highly and appropriately idiosyncratic, educational researchers can achieve some systematicity of measurement by using the guidelines presented. 相似文献
17.
18.
Carmel Cefai Astrid Arlove Madeline Duca Natalie Galea Marilyn Muscat Valeria Cavioni 《Pastoral Care in Education》2018,36(3):189-204
ABSTRACTRESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings. 相似文献
19.
Alison Woolf 《British Journal of Special Education》2011,38(4):178-190
‘Everyone Playing in Class’ is an unstructured free play based provision for small classes or groups. The intervention involves training staff in attachment theory, presenting up‐to‐date research findings on the role of play in emotional well‐being and relationship building, as well as teaching reflective communication skills. In this article Alison Woolf, who is a Member of British Association of Play Therapists (BAPT), describes how these weekly class play sessions can provide experiences that are beneficial for staff and for pupils. The essential elements that create the therapeutic intervention are described and explored, and set in context through their relationship to SEAL. The ethical considerations of school staff providing therapeutic opportunities are considered. Results of pre‐ and post‐intervention assessments are given, and the responses of staff and pupils to the sessions are summarised. Results show improvements for pupils in the areas of self‐esteem and of social development. Most significantly the results demonstrate an increase in the staff's ability to understand and respond to the children in their class. 相似文献
20.
Lisa M. Hagermoser Sanetti Melissa A. Collier‐Meek Anna C. J. Long Jisun Kim Thomas R. Kratochwill 《Psychology in the schools》2014,51(8):879-895
Evidence‐based practices within a response‐to‐intervention framework must be implemented with adequate treatment integrity to promote student outcomes. However, research findings indicate educators struggle to implement interventions and logistical considerations may limit the utility of performance feedback, an evidence‐based treatment integrity promotion strategy. This study evaluates the effect of implementation planning, a treatment integrity promotion strategy that includes detailed logistical planning and barrier identification adapted from an adult behavior change theory from heath psychology (i.e., the Health Action Process Approach). A multiple baseline across participants design was used to evaluate teachers’ adherence to a behavior support plan as well as their quality of implementation. Results indicated that after intervention training, adherence was initially low and variable, and quality of implementation was moderate to high and variable, but both adherence and quality increased and became less variable after implementation planning. The increases in implementation were more pronounced for two teachers, whose students also had subsequent improvements in their academic engagement and disruptive behavior. These findings highlight the relationship between adequate levels of treatment integrity and student outcomes as well as provide initial support for implementation planning. 相似文献