scholarly journals Preventing Problem Behavior in School through School-Wide Staff Empowerment: Intervention Outcomes

2015 ◽  
Vol 2 (2) ◽  
pp. 117 ◽  
Author(s):  
Mari-Anne Sørlie ◽  
Terje Ogden ◽  
Asgeir Røyrhus Olseth
Keyword(s):  
Problem Behavior ◽  
Behavior Management ◽  
Primary Schools ◽  
Positive Behavior ◽  
Implementation Quality ◽  
Staff Members ◽  
Service Training ◽  
Measurement Design ◽  
Student Problem Behavior ◽  
Meta Analyses

<p><em>The aim of this study was to examine the effects of the universal “Preventing Problem Behavior in School” (PPBS) intervention on both establishing high-quality learning environments and increasing the use of positive teaching strategies to prevent student problem behavior. PPBS was developed and piloted in Norway as an abbreviated version of the School-Wide Positive Behavior Support Model (SWPBS) and includes a four-day in-service training program for a school’s entire staff. Seventeen primary schools (Grades 1-7) implementing PPBS and 20 control schools engaging in “practice as usual” were compared using a three-wave measurement design. Multilevel analyses based on staff ratings indicated significant positive main effects of PPBS in the moderate range on the level of school behavior problems, positive behavior management, and perceived staff efficacy. Moreover, school size, implementation quality, proportion of unqualified staff members, and program training dosage moderated the intervention outcomes. Student ratings did not, however, support the staff ratings. The results are discussed in relation to the outcomes of the full-scale SWPBS model, meta-analyses of school-wide interventions, and measurement issues. Study limitations, strengths, practical implications, and future directions are highlighted.</em></p>

Prevalence Estimates of Behavior Problems in Primary Schools in Trinidad and Tobago

2017 ◽  
pp. 151-173
Author(s):  
Elna Carrington-Blaides ◽  
Amanda Seunarine Ramoutar
Keyword(s):  
Behavior Problems ◽  
Trinidad And Tobago ◽  
Problem Behaviors ◽  
Behavior Management ◽  
Primary Schools ◽  
Rating Scales ◽  
Future Research ◽  
Class Level ◽  
Teacher Researchers ◽  
Service Training

There is tremendous concern about the behavior of students in schools today, to the extent that teachers have become extremely concerned about the loss of teaching time and have developed general frustration with behavior management in and outside the classroom (Trinidad Express, 2014). Therefore, the need to put the spotlight on problem behaviors by way of initial inquiry has arisen. This chapter presents a quantitative investigation of behavior problems in primary schools in Trinidad and Tobago. After eight weeks of in-service training, the following three areas of problem behaviors were examined by a group of 14 teacher-researchers: 1) conduct problems; 2) attention deficit hyperactivity syndrome; and 3) under-activity syndrome. Data were collected and initially analyzed across the eight school districts in Trinidad and Tobago, using the ASCA-H Behavioral Rating Scales for Elementary Schools. The findings indicate significant behavior problems at every level and in every district of the school system, with notable differential by gender. There was less variability in class level and educational district. Recommendations for policy and future research point primarily to a need to channel urgently, critical resources into further inquiry and implement interventions guided by evidence-based strategies.

scholarly journals Improving TB infection control in a regional hospital in the Eastern Cape, South Africa

2019 ◽  
Vol 8 (1) ◽  
pp. bmjoq-2018-000347 ◽  
Author(s):  
Ilsa Louisa Haeusler ◽  
Felicity Knights ◽  
Vishaal George ◽  
Andy Parrish
Keyword(s):  
South Africa ◽  
Eastern Cape ◽  
Post Intervention ◽  
Hospital Policy ◽  
Staff Members ◽  
Root Cause ◽  
Number Of Patients ◽  
Service Training ◽  
Education And Awareness ◽  
Awareness Raising

This quality improvement (QI) work was carried out in Cecilia Makiwane Hospital (CMH), a regional public hospital in the Eastern Cape, South Africa (SA). SA has among the highest incidence of tuberculosis (TB) in the world and this is a leading cause of death in SA. Nosocomial infection is an important source of TB transmission. Adherence to TB infection prevention control (IPC) measures in the medical inpatient department was suboptimal at CMH. The overall aim of this QI project was to make sustainable improvements in TB IPC. A multidisciplinary team was formed to undertake a root cause analysis and develop a strategy for change. The main barriers to adherence to IPC measures were limited knowledge of IPC methods and stigma associated with TB. Specifically, the project aimed to increase the number of: ‘airborne precaution’ signs placed above patients’ beds, patients correctly isolated and patients wearing surgical face masks. Four Plan-Do-Study-Act cycles were used. The strategy for change involved education and awareness-raising in different formats, including formal in-service training delivered to nurses and doctors, a hospital-wide TB awareness week with engaging activities and competitions, and a World TB Day provincial solidarity march. Data on adherence to the three IPC measures were collected over an 8-month period. Pre-intervention (October 2016), a mean of 2% of patients wore face masks, 22% were correctly isolated and 12% had an airborne precaution sign. Post-intervention (May 2017), the compliance improved to 17%, 50% and 25%, respectively. There was a large variation in compliance to each measure. Improvement was greatest in the number of patients correctly isolated. We learnt it is important to work with, not in parallel to, existing teams or structures during QI work. On-the-ground training of nurses and clinicians should be undertaken alongside engagement of senior staff members and managers. This improves the chance of change being adopted into hospital policy.

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

2021 ◽  
pp. 019874292110018
Author(s):  
Caitlyn E. Majeika ◽  
Joseph H. Wehby ◽  
Eleanor M. Hancock
Keyword(s):  
Elementary Students ◽  
Problem Behavior ◽  
Positive Behavior ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Tier 2 Interventions ◽  
Wide Range ◽  
Teachers And Students ◽  
Support Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior-management strategies

2016 ◽  
Vol 49 (4) ◽  
pp. 768-779 ◽  
Author(s):  
Corey M. Cohrs ◽  
Mark D. Shriver ◽  
Raymond V. Burke ◽  
Keith D. Allen
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Positive Behavior

scholarly journals The Family Check-Up With High-Risk Indigent Families: Preventing Problem Behavior by Increasing Parents’ Positive Behavior Support in Early Childhood

2008 ◽  
Vol 79 (5) ◽  
pp. 1395-1414 ◽  
Author(s):  
Thomas J. Dishion ◽  
Daniel Shaw ◽  
Arin Connell ◽  
Frances Gardner ◽  
Chelsea Weaver ◽  
...  
Keyword(s):  
Early Childhood ◽  
High Risk ◽  
Problem Behavior ◽  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Support ◽  
The Family

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

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