Addressing Challenging Student Behavior

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Amber Rundle Kahn ◽  
Paula Conroy
Keyword(s):  
Student Behavior ◽  
Challenging Student Behavior

A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior

2019 ◽  
Vol 42 (4) ◽  
pp. 557-578 ◽  
Author(s):  
Shannon L. Nemer ◽  
Kevin S. Sutherland ◽  
Jason C. Chow ◽  
Rachel L. Kunemund
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Student Behavior ◽  
Challenging Student Behavior

Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School

2017 ◽  
Vol 26 (3) ◽  
pp. 156-169 ◽  
Author(s):  
Julie Sarno Owens ◽  
Alex S. Holdaway ◽  
Jessica Smith ◽  
Steven W. Evans ◽  
Lina K. Himawan ◽  
...  
Keyword(s):  
Challenging Behavior ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Management Practices ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Teacher Behaviors ◽  
Teacher Response ◽  
Challenging Student Behavior

In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour ( M = 35.81 to 102.62) and rates of praise per hour ( M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low ( M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior ( b = −.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

Functional Thinking for Managing Challenging Behavior

2017 ◽  
Vol 53 (4) ◽  
pp. 245-251 ◽  
Author(s):  
R. Allan Allday
Keyword(s):  
Challenging Behavior ◽  
Student Behavior ◽  
Challenging Behaviors ◽  
Classroom Teachers ◽  
Specific Behavior ◽  
Functional Thinking ◽  
Intervention Selection ◽  
Function Based Intervention ◽  
Challenging Student Behavior ◽  
Behavior Function

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior.

scholarly journals Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej

2021 ◽  
pp. 403-425
Author(s):  
Wanda Baranowska ◽  
Justyna Leszka
Keyword(s):  
Inclusive Education ◽  
Linear Correlation ◽  
Physical Aggression ◽  
Significant Relationship ◽  
Student Behavior ◽  
Self Control ◽  
Aggressive Behaviors ◽  
Education Training ◽  
Challenging Student Behavior ◽  
The Relationship

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Student Behavior ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
School Based ◽  
Cultural Research ◽  
Universal Screener ◽  
Confirmatory Factor ◽  
The Us ◽  
The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

Sign in / Sign up

Export Citation Format

Share Document