Rooting out problem behaviors: An APA online program trains K-12 teachers on how to handle disruptive classroom behaviors

2011 ◽  
Author(s):  
Amy Novotney
Keyword(s):  
Problem Behaviors ◽  
Classroom Behaviors ◽  
Online Program ◽  
Disruptive Classroom Behaviors ◽  
K 12

Evaluating Behavioral Treatment of Disruptive Classroom Behaviors of an Adolescent with Autism

2000 ◽  
Vol 10 (1) ◽  
pp. 98-110 ◽  
Author(s):  
John Gerdtz
Keyword(s):  
Problem Behaviors ◽  
Behavioral Interventions ◽  
Behavioral Treatment ◽  
Relaxation Training ◽  
Descriptive Analysis ◽  
Disruptive Behaviors ◽  
Classroom Behaviors ◽  
Self Monitoring ◽  
Effective Interventions ◽  
Disruptive Classroom Behaviors

Objective: The purpose of this study was to evaluate on-site, behavioral treatment of the disruptive classroom behaviors of a 16-year-old, male, high school student diagnosed as having autism. Method: A descriptive analysis of the problem behaviors was conducted. A number of behavioral treatments, including environmental modification, relaxation training, and self-monitoring, were introduced under the direction of a social worker. Results: Seriously disruptive behaviors were reduced to zero frequency, and the frequency of less severe disruptive behaviors was also reduced. Outcomes remained positive during 1 year of intervention. Conclusion: Descriptive assessment and on-site behavioral interventions are potentially effective interventions for social workers treating disruptive behaviors of clients with autism and related developmental disabilities.

Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

2016 ◽  
Vol 38 (4) ◽  
pp. 530-553 ◽  
Author(s):  
Kenneth M. Tyler ◽  
Jennifer L. Burris ◽  
Sean T. Coleman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Goal Orientation ◽  
Classroom Behavior ◽  
Home School ◽  
Classroom Behaviors ◽  
School Students ◽  
Mastery Goal ◽  
And Performance ◽  
Disruptive Classroom Behaviors

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

Functional Assessment and Intervention for Disruptive Classroom Behaviors in Preschool and Head Start Classrooms

2007 ◽  
Vol 16 (4) ◽  
pp. 368-388 ◽  
Author(s):  
Brad A. Dufrene ◽  
R. Anthony Doggett ◽  
Carlen Henington ◽  
T. Steuart Watson
Keyword(s):  
Head Start ◽  
Functional Assessment ◽  
Classroom Behaviors ◽  
Disruptive Classroom Behaviors

scholarly journals Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

10.2196/16066 ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. e16066
Author(s):  
Rineke Bossenbroek ◽  
Aniek Wols ◽  
Joanneke Weerdmeester ◽  
Anna Lichtwarck-Aschoff ◽  
Isabela Granic ◽  
...  
Keyword(s):  
Virtual Reality ◽  
State Anxiety ◽  
Classroom Behavior ◽  
Single Case ◽  
Clinical Sample ◽  
Future Research ◽  
Special School ◽  
Classroom Behaviors ◽  
Disruptive Classroom Behaviors ◽  
Disruptive Classroom Behavior

Background Many adolescents in special education are affected by anxiety in addition to their behavioral problems. Anxiety leads to substantial long-term problems and may underlie disruptive behaviors in the classroom as a result of the individual’s inability to tolerate anxiety-provoking situations. Thus, interventions in special needs schools that help adolescents cope with anxiety and, in turn, diminish disruptive classroom behaviors are needed. Objective This study aimed to evaluate the effect of a virtual reality biofeedback game, DEEP, on daily levels of state-anxiety and disruptive classroom behavior in a clinical sample. In addition, the study also aimed to examine the duration of the calm or relaxed state after playing DEEP. Methods A total of 8 adolescents attending a special secondary school for students with behavioral and psychiatric problems participated in a single-case experimental ABAB study. Over a 4-week period, participants completed 6 DEEP sessions. In addition, momentary assessments (ie, 3 times a day) of self-reported state-anxiety and teacher-reported classroom behavior were collected throughout all A and B phases. Results From analyzing the individual profiles, it was found that 6 participants showed reductions in anxiety, and 5 participants showed reductions in disruptive classroom behaviors after the introduction of DEEP. On a group level, results showed a small but significant reduction of anxiety (d=–0.29) and a small, nonsignificant reduction of disruptive classroom behavior (d=−0.16) on days when participants played DEEP. Moreover, it was found that the calm or relaxed state of participants after playing DEEP lasted for about 2 hours on average. Conclusions This study demonstrates the potential of the game, DEEP, as an intervention for anxiety and disruptive classroom behavior in a special school setting. Future research is needed to fully optimize and personalize DEEP as an intervention for the heterogeneous special school population.

An Investigation of the Types of Problem Behaviors Exhibited by K–12 Students with Emotional or Behavioral Disorders in Public School Settings

2003 ◽  
Vol 28 (4) ◽  
pp. 348-359 ◽  
Author(s):  
J. Ron Nelson ◽  
Allison Babyak ◽  
Jorge Gonzalez ◽  
Gregory J. Benner
Keyword(s):  
Problem Behaviors ◽  
Child Behavior Checklist ◽  
Narrow Band ◽  
Broad Band ◽  
Cross Sectional Study ◽  
Attention Problems ◽  
Cut Scores ◽  
Cross Sectional ◽  
K 12 ◽  
Sampling Procedures

This cross-sectional study used random sampling procedures to (a) establish proportions of K–12 students meeting borderline and clinical cut scores on the Teacher Report Form (TRF) of the Child Behavior Checklist, (b) examine age and gender differences in distributions of students meeting borderline or clinical levels of problem behavior, and (c) determine proportions of students displaying comorbid problem behaviors. Overall, our findings indicate that (a) more students met borderline or clinical cut scores on the Total and Externalizing broad band scales than on the Internalizing scale, (b) larger proportions of children met the cut scores on the TRF Total, Externalizing, and Internalizing broad bands and a majority of narrow band scales than adolescents, (c) larger proportions of girls than boys met cut scores on the three broad band and four narrow band scales (i.e., Aggressive Behavior, Withdrawn, Social Problems, Attention Problems), and (d) larger proportions of children exhibited clinical levels of comorbidity on the TRF broad and narrow bands than adolescents. The results, limitations, and implications are discussed.

Positive behavior support: Analysis of consistency between office discipline referrals and teacher recordings of disruptive classroom behaviors.

2010 ◽  
Vol 16 (1) ◽  
pp. 25-33
Author(s):  
Ronald C. Martella ◽  
Nancy E. Marchand-Martella ◽  
Brien Woods ◽  
Staci Thompson ◽  
Carlee N. Crockett ◽  
...  
Keyword(s):  
Positive Behavior Support ◽  
Discipline Referrals ◽  
Positive Behavior ◽  
Classroom Behaviors ◽  
Behavior Support ◽  
Office Discipline Referrals ◽  
Disruptive Classroom Behaviors

Comparison of Group Therapy and Behavioral Modification with Children

1980 ◽  
Vol 46 (3) ◽  
pp. 975-978 ◽  
Author(s):  
Kenneth K. Berry ◽  
Richard J. Turone ◽  
Patricia Hardt
Keyword(s):  
Therapy Group ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Classroom Behaviors ◽  
Behavioral Modification ◽  
Behavioral Measures ◽  
Deviant Behaviors ◽  
Before And After ◽  
Disruptive Classroom Behaviors

24 children exhibiting disruptive classroom behaviors were assigned either to a self-concept psychotherapy group or to a behavioral modification group. Measures of self-esteem and disruptive or “deviant” behaviors were made before and after treatment. The self-concept therapy group showed the greater changes on behavioral measures. The self-esteem measures were not significantly changed.

A Review of Social Problem-Solving Interventions

2016 ◽  
Vol 87 (1) ◽  
pp. 71-102 ◽  
Author(s):  
Kristen L. Merrill ◽  
Stephen W. Smith ◽  
Michelle M. Cumming ◽  
Ann P. Daunic
Keyword(s):  
Problem Solving ◽  
Problem Behaviors ◽  
Social Problem ◽  
Social Problem Solving ◽  
Maladaptive Behavior ◽  
Review Of The Literature ◽  
School Settings ◽  
School Based ◽  
Current Review ◽  
K 12

Students with significant behavioral and social problems experience some of the poorest outcomes in school and beyond. It is imperative, therefore, that educational researchers and school-based professionals address the needs of students who exhibit maladaptive behavior to alter their poor outcome trajectory. Social problem-solving (SPS) instruction is a promising approach for improving social competence and changing problem behaviors. Despite documented outcomes for SPS instruction in school settings, Coleman, Wheeler, and Webber’s review appears to be the most up-to-date compilation of the SPS literature. Thus, the purpose of this article is to present a more current review of the literature on SPS interventions in school settings. We examine and summarize studies investigating SPS interventions in K–12 settings from 1993 to 2015 and discuss findings and implications for educational research and practice.

Factorial Validity of a Referral Preference Rating Scale

1981 ◽  
Vol 41 (4) ◽  
pp. 1265-1270
Author(s):  
Nettye Brazil ◽  
John H. Pollock
Keyword(s):  
High School Teachers ◽  
Principal Axis ◽  
Rating Scale ◽  
Classroom Teachers ◽  
Classroom Behaviors ◽  
School Teachers ◽  
Preference Rating ◽  
Principal Axis Factor Analysis ◽  
Disruptive Classroom Behaviors ◽  
Principal Axis Factor

The validity of the Referral Preference Rating Scale (RPRS) was studied for a sample of 294 high school teachers. The teachers responded to a 50 item four-level Liker-type rating scale. A principal axis factor analysis with a varimax rotation disclosed four behavior categories of concern to teachers. The categories of behavior which interfered with classroom teaching were related to physical aggression, interruptions of class attendance, lack of readiness to become involved in a task, and inappropriate verbal behavior. It is concluded that the Referral Preference Rating Scale identified the main concerns of classroom teachers at the secondary level and clustered these concerns in terms of the most disruptive classroom behaviors.

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