Article

The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game

Faculty of Psychology and Educational Sciences, University of Leuven (K.U.Leuven), Tiensestraat 102 box 3717, 3000, Leuven, Belgium.
Journal of Abnormal Child Psychology (Impact Factor: 3.09). 04/2010; 38(6):869-82. DOI: 10.1007/s10802-010-9411-4
Source: PubMed

ABSTRACT The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.

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Available from: Geertje Leflot, Jul 28, 2015
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    • "Research has shown the efficacy of adequate teacher behavior management techniques for improving behavioral adjustment and decreasing child EPB, for example by stating clear expectations and rules and consistently using praise (Cowan and Sheridan 2009). In contrast, inadequate behavior management techniques, such as harsh corrections, have been linked to more child EPB (e.g., Leflot et al. 2010). "
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    Journal of Abnormal Child Psychology 07/2014; 43(2). DOI:10.1007/s10802-014-9892-7 · 3.09 Impact Factor
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    • "it suitable for children of age 7 onwards. Evidence for construct validity and adequate reliability was found (Leflot et al., 2010). The subscale Social self-concept was rated on a 3-point Likert-scale ( " I have a lot of friends " ; 6 items; α = .62-.76). "
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    • "Importantly, research has demonstrated that teacher classroom practices are linked to student disruptive behaviors (Leflot et al. 2010). Furthermore, students in classrooms where behavior is poorly managed receive less academic instruction (Weinstein 2007) and are more likely to have long-term negative academic, behavioral, and social outcomes than students in well-managed classrooms (Ialongo et al. 2001; Kellam et al. 1998; National Research Council 2002). "
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