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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    ABSTRACT: The school-based Playing-2-gether is a 12-week intervention with two components aimed at decreasing child externalizing behavior through improving teacher-child interactions. The first component is rooted in attachment theory and aimed at enhancing teacher-child relationship quality, and the second is based on learning theory and aimed at improving teachers' behavior management. In this three-wave randomized study, effects of Playing-2-gether on the teacher-child relationship quality and on teacher-rated child behavioral adjustment were investigated. To this aim, 175 dyads consisting of male preschoolers with relatively high levels of externalizing problem behavior and their teachers were randomly assigned to Playing-2-gether (n = 89) or an education-as-usual control condition (n = 86). Teacher-rated questionnaires were collected at pre-test, after the first intervention component, and at post-test. At post-test, the intervention group showed a larger decrease in teacher-child conflict, child conduct problems, and child hyperactivity/inattention. Supplementary analyses showed that all positive effects were already visible after the first intervention component and that teacher-child conflict, child conduct problems and hyperactivity/inattention did not further reduce during the second component. In addition, an increase in closeness was found following the first component, but subsequently disappeared at post-test.
    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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    ABSTRACT: This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children's social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children's self-concept, thereby mitigating its indirect effects on internalizing problems.
    Child Development 05/2014; 85:1248-1256. DOI:10.1111/cdev.12181 · 4.92 Impact Factor
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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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    ABSTRACT: Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.
    Administration and Policy in Mental Health and Mental Health Services Research 05/2013; 40. DOI:10.1007/s10488-013-0496-2 · 3.44 Impact Factor
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