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Antisocial Behavior in School Settings: Initial Differences in an at Risk and Normal Population
Abstract
This study examines the behavior of two groups of students in fifth grade—a group of students identified as at risk for development of antisocial behavior and a normal control group. Students in the at risk group were identified primarily on the basis of familial variables. Subjects were selected for two separate cohorts that were studied 1 year apart to facilitate the investigation of generality of findings. Subjects' academic engaged time and social interactive behavior in recess settings were observed and teachers completed ratings of different aspects of the students' social skills. Records were inspected for evidence of principal contacts regarding discipline, attendance, and special education services received. Clear differences were indicated in school behavior between the two groups that were replicated across cohorts.
... Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O"Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. ...
... Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn et al., 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. ...
... Disruptive student behavior in the classroom is a major concern in school systems today. Students in classrooms with frequent disruptive behavior experience less academic engagement and lower academic outcomes (Shinn et al., 1987). Teachers who experience difficulty controlling classroom behavior have higher stress and burnout (Smith & Smith, 2006) and find it difficult to meet the instructional demands of the classroom (Emmer & Stough, 2001). ...
This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.
The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade.
Executive summary/Abstract
Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction.
Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kame'enui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993).
Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta‐analysis of classroom management which identifies more and less effective approaches to universal, whole‐class, classroom management as a set of practices is needed to provide the field with clear research‐based standards.
This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12 th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta‐analysis of the effects of classroom management on disruptive or aggressive student behavior.
Twelve studies of universal classroom management programs were included in the review. The classroom‐level mean effect size for the 12 programs was positive and statistically significant (d=.80 with an ICC=.05; d=.71 with an ICC=.10; p<.05). Note that cluster adjustments were required due to differences in reporting measures between classroom level outcomes and individual student level outcomes. The resulting effect sizes index classroom‐level differences and cannot be compared to the typical student‐level effect sizes commonly reported in the literature. Due to a lack of power to detect heterogeneity and lack of information reported in the studies reviewed, only the first research question could be addressed.
Teacher's classroom management practices have a significant, positive effect on decreasing problem behavior in the classroom. Students in the treatment classrooms in all 12 studies located for the review showed less disruptive, inappropriate, and aggressive behavior in the classroom compared to untreated students in the control classrooms. The overall mean classroom effect size of either .80 or .71 indicates a positive effect that significantly impacts the classroom environment. To put our classroom‐level mean effect sizes into a comparable format with the more typical effect sizes, we back‐transformed our mean effect sizes using the original adjustment formulas (Hedges, 2007). Thus, the classroom‐level mean effect sizes of .80 and .71 are roughly comparable to student level effect sizes of .18 and .22 for ICC=.05 and ICC=.10, respectively. Teachers who use effective classroom management can expect to experience improvements in student behavior and improvements that establish the context for effective instructional practices to occur.
... Benchmarks were also used to determine at-risk and no-risk status for classwide behavior management problems. The benchmarks were based on multiple studies examining average classroom on-task behaviors that have reported on-task ranges from 77% to 86% (Forness & Esveldt, 1975b;Hintze & Matthews, 2004;Shin, Ramsey, Walker, Stieber, & O'Neill, 1987;Skiba et al., 1993). Specifically, a class was judged as a no-risk class if the on-task behaviors were at or above 80% and the disruptive behaviors was at or lower than 20%. ...
... Although Salvia et al. (2009) suggested that all classroom observation methods summarize data collected using standardized rules, clear benchmarks for selected behaviors and a definition of what constitutes a well managed classroom, it is not yet well-defined in the literature (Hintze & Matthews, 2004). The benchmark in this study was based on a few studies that suggested 80% on-task behavior is typically observed in general educations classrooms across tasks (Forness & Esveldt, 1975a;Hintze & Matthews, 2004;Shin et al., 1987;Skiba et al., 1993). When determining the dichotomous at-risk and no risk existence of a classwide behavior management problem based on the benchmark criteria used in this paper, the on-task and disruptive behaviors only showed a slight to moderate agreement with SDO methods (Landis & Koch, 1977). ...
... Results indicated physical aggression in early elementary school is highly correlated with later school dropout. Previous research indicated children with behavior problems, especially in early childhood, tend to experience poor academic achievement and school failure (Barrington and Hendricks, 1989;Cairns, Cairns, and Neckerman, 1989;Hawkins et al, 1991;Risi, Gerhardstein, & Kistner, 2003;Shinn, Ramsey, Walker, O'Neill, & Steiber, 1987;Trembley, 1992). Whether physical aggression is directly related to low achievement or confrontations with teachers remains unclear. ...
... This misinterpretation, especially in early childhood, often results in physically aggressive actions. Altepeter and Korger (1999), and Shinn, O'Neill, and Ramsey (1987) found physically aggressive children have poor peer social relations. Rejection, especially in early childhood, is linked to later aggressive and violent behaviors (U.S Department of Health and Human Services, 2001). ...
... Moreover, low rates of off-task and disruptive student behaviour are associated with reduced teacher stress and reactivity, improved teacher-student relationships, and enhanced teacher job satisfaction (Bru, et al., 2002;Byrne, 1994;Fields, 2004;Hastings & Bham, 2003;Hughes et al., 1999;Hughes & Kwok, 2006;Jenkins and Keating, 1998;Lowenstein, 1991;Silver et al., 2005). Decreased rates of student off-task and disruptive behaviour also decreases the likelihood of a range of possible adverse student outcomes that have been found to be associated with high rates of disruptive behaviour (Coie et al., 1991;Ialongo, Vaden-Kiernan, & Kellam, 1998;Schiff & BarGil, 2004;Shinn et al., 1987;Stage & Quiroz, 1997). ...
... The inclusion of several additional measures relating to student outcomes would have provided the researchers with important information on the impact of changes in teacher classroom behaviour management on student functioning. For example, research has demonstrated the association between disruptive behaviour problems and less academic engagement time, lower grades, and poor performance on standardized tests (Shinn et al., 1987;Stage & Quiroz, 1997). Conversely, research has also consistently found on-task student behaviour to be associated with academic progress and achievement (Lee et al., 1999;Wheldall & Merrett, 1992;Wigle & Wilcox, 1996;Ysseldyke et al., 1994). ...
... Due to the nature of disruptive behaviors, and the potential for these behaviors to negatively impact the learning of others in the educational environment [9], teachers have indicated that they allocate a significant amount of time to address these behaviors [7], which can ultimately lead to decreased academic performance (e.g., low grades, poor performance on standardized tests; [10]). As a result, teachers may be more inclined to utilize punishment-based procedures or reactive approaches [7], such as reprimands or classroom exclusion [11]. ...
Self-monitoring (SM) is a widely used intervention to address a myriad of problem behaviors exhibited by individuals with autism spectrum disorder (ASD) and other disabilities (e.g., specific learning disability). SM of performance (SMP) interventions have been effective in increasing task completion and on-task behaviors in the general education setting. However, most of the research on SM interventions has been completed in a school setting, and few have evaluated the inclusion of a peer mediator component within a SM treatment package. Therefore, the purpose of this study was to evaluate the effects of a SMP intervention on disruptive behavior and task completion in three children with ASD. This study extends previous research by incorporating a peer mediator component, including children with ASD, and implementing the intervention in a clinic setting. The results show that the SM treatment package was effective, as the level of disruptive behavior and task completion improved for all three participants compared to baseline levels.
... Studies have shown that disruptive behaviors, such as talking out of turn or being out of one's seat, are prevalent (Beaman et al., 2007;Clunies-Ross et al., 2008;Kaufman et al., 2010;Sullivan et al., 2014;Walter et al., 2006) and can disrupt the learning climate in the classroom. This, in turn, may negatively affect academic achievement (Alatupa et al., 2011;Greenwood et al., 1984;Marzano & Marzano, 2003;Shinn et al., 1987;Thomas et al., 2012). Studies have revealed that teachers who spend more time managing off-task or disruptive behavior have less time for academic instruction and may experience elevated stress levels (Beaman et al., 2007;Clunies-Ross et al., 2008;Ratcliff et al., 2010). ...
Advances in classroom behavior management mobile applications (CBM apps) have led some teachers to use them to supplement their existing student management strategies, although little is known about their effectiveness in facilitating behavior change. This systematic review aimed to identify and appraise research on the effectiveness of CBM apps for promoting positive behavioral and learning outcomes of elementary, middle, and high school students. A systematic search was conducted in the PsycINFO, ERIC, and EBSCOhost databases for articles published between 2007 and 2020. The 15 included studies provided some preliminary evidence for CBM apps. Apps were primarily used to facilitate the delivery of self-monitoring interventions (SCORE IT and I-Connect) or class-wide reinforcement systems (ClassDojo and the Classroom Behavior Management System). An evaluation of study quality using the What Works Clearinghouse design standards (version 5.0) yielded mixed results, with only 53% of the included studies meeting standards with or without reservations. In general, these studies showed limited risk of bias and moderate to strong effect sizes. Based on the findings of the review, we provide practice recommendations and describe areas for future research.
... Many teachers feel inadequately prepared to effectively manage student behavior and report classroom management skills as one of their greatest professional development needs (Rollin et al., 2008). Students in poorly managed classrooms experience less time engaged in academics than other students (Shinn et al., 1987) and are at risk for developing persistent or severe behavior problems (Greer-Chase et al., 2002). Student problem behavior also negatively impacts teachers; it is associated with increased burnout (Aloe et al., 2014;Reinke et al., 2013) and lower teaching self-efficacy (Reinke et al., 2013). ...
Effective use of classroom management practices is critical to creating positive classroom climates supporting students’ academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows teachers need training to use BSP at high frequencies. Multicomponent training packages with sustained coaching have demonstrated increases in teacher use of BSP, but more flexible training approaches are needed to meet the needs of rural teachers. We used a multiple baseline design to first evaluate the effects of an online module on rural teachers’ use of BSP. Then, we evaluated the additive effects of asynchronous, virtual peer coaching on BSP. Results tentatively suggest the presence of a functional relation between virtual peer coaching and BSP following the online module and suggest the absence of a functional relation between the online module alone and BSP.
... One explanation for this is that the child's noncompliant and undercontrolled behavior directly impedes learning. Classroom observations of antisocial children show they spend less time on task than their nondeviant peers (Shinn, Ramsey, Walker, O'Neill, & Steiber, 1987;Walker et al., 1987). Earlier classroom observation studies showed that they were also deficient in academic survival skills (e.g., attending, remaining in seat, answering questions) necessary for effective learning (Cobb, 1972;Cobb & Hops, 1973;Hops & Cobb, 1974). ...
A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed.
... Gangguan yang muncul di kelas tentu saja akan mempengaruhi proses belajar mengajar. Kelas yang sering terganggu dengan perilaku buruk siswa biasanya memiliki waktu akademik yang lebih sedikit, dan siswa di kelas tersebut cenderung memiliki nilai yang lebih rendah (Shinn, Ramsey, Walker, Stieber, & O"Neill, 1987). Kemampuan guru untuk mengelola kendala-kendala itu sangat dibutuhkan. ...
This study aims to determine the types of disruptive behaviors of students in school classroom and the factors which cause them, as well as teachers’ intervention in preventing and intervening the disruption. All data in this qualitative descriptive study were obtained from interviews with 7 teachers from SMKN 1 Kota Banda Aceh, Lhoksemawe, and Langsa. The results showed that there were various types of disruptions made by students with various factors causing them. It was also found that teachers provided varied interventions in preventing and overcoming disruptive behavior in their classes. Interventions are given according to the disruption that occurs such as extinction, verbal reprimand, punishment, and referrals to outside resources such as other teachers, homeroom teachers, parents, school principals and counseling teachers.
... This is unsurprising, as many classroom teachers do not receive training in evidence-based strategies for classroom management (Freeman et al., 2014). Although substantial research has focused on student outcomes related to disruptive classroom behavior (e.g., Emmer & Stough, 2001;Shinn et al., 1987), researchers are increasingly focusing on the toll of disruptive student behavior on teachers. In considering disruptive behavior, teachers often report that it is the primary source of work-related stress (Supaporn et al., 2003) and results in low levels of teacher well-being (e.g., Bakker et al., 2007). ...
High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may alleviate some of the stress that leads to teacher burnout. The purpose of this study was to assess the effects of the Good Behavior Game on self-reported stress levels in teachers. The rate of academically engaged behavior in students was also assessed as a secondary outcome measure. A multiple baseline design was used to evaluate the effects of teacher implementation of the Good Behavior Game within three elementary-level classrooms at a Title I school. Overall, the results indicate that the Good Behavior Game intervention procedures were effective in decreasing teacher stress levels and increasing academically engaged behavior in students.
... L. Smith & Smith, 2006). Classrooms with disruptive students are often linked to less academic time consequential to poor grades in exams (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Additionally, while having no corporal punishment law enforced in class have though minimized the physical, emotional and mental consequences, it is reported that even experienced teachers, if not trained otherwise, found themselves clueless while handling the disruptive behaviours (Siddiqui, Arif, & Muhammad, 2020). ...
The study aimed at exploring the challenges and difficulties faced by pre-service teachers during their teaching practicum. The current study espoused Quantitative Research Methods and adopted a self-constructed questionnaire as the research instrument. 860 students were selected through convenient sampling as participants of the study and had recently completed their practicum tenure. The findings from the four areas of inquiry demonstrated that pre-service teachers only experienced a moderate or slight level of challenges which include the availability of instructional material from cooperating school, number of students in a class, teaching subject which is not related to the major area, availability of furniture, using methods for different abilities students, identifying, dealing with individual differences, demands from the cooperating school, teaching extra classes other than assigned ones, doing non-teaching duties in the cooperating school, paying transportation charges during teaching practice. The rest of the problems were identified as slight problems and are consistent with the level of classes being taught. Also, students enrolled in B.Ed. programs faced more problems in comparison to the students enrolled in other programs. The findings will be beneficial for pre-service, teachers’ training institutes, cooperating schools, and policymakers.
... In addition, the related research literature suggests that when disruptive behaviors persist within the classroom environment, it becomes very difficult for the teacher to redirect or discipline students and at the same time provide quality instruction (Wexler, 1992;Williams & McGee, 1994). Additionally, persistent disruptive behavior often times lead to less academic engagement time and as a result, students tend to perform low in their standardized tests (Shinn, et al. 1987). The findings of this study will allow school personnel (Educators, Principals, Guidance Counselors and Deans of Discipline) to have a clearer understanding of how waywardness exhibited by students can affect their learning outcomes. ...
Educators in schools for the past two decades have been faced with the problem of disruptive behavior in classrooms. The rate and extent to which schools in Jamaica and elsewhere have been experiencing disruptive behavior among students has generated the attention of many within the classrooms and in another places. The present study examined school personnel perceptions of the causes of disruptive behavior among a set of grades 9 and 11 students in a corporate area high school and the impact that disruptive behavior had on their own and their classmates’ achievement. It also examined how educators respond to students who are consistently disruptive in the classroom. The primary data collecting instruments used to conduct this case study comprised: semi-structured interviews, observation, and the reviewing of archival data on students’ academic performance. The results of the study revealed that school personnel hypothesized several causes of disruptive behavior in classrooms. These were inclusive of parental influence and home environment, community environment, peer influence, socioeconomic status, difficult personal circumstances, illiteracy, learning disability (ADHD), attention seeking, and problems with teaching. Also mentioned, were attitudes of teachers, and structural classroom dynamics. All the participants believed that disruptive behavior had a strong impact on students’ performance, a belief borne out by achievement data. The observations revealed that although teachers used a variety of approaches to respond to disruptive behavior, those approaches were almost exclusively responsive. The study suggested that specialized training, regarding classroom disruptive behavior, should be implemented to better equip school personnel with the techniques to deal effectively with classroom disruptive behavior. Keywords: Academic achievement, Disruptive behavior, Academic Performance
... An assessment inventory for teachers was created for the purposes of this study. In the first phase of inventory construction, definitions of the assessed characteristics were created based on a review of the literature about general intelligence Hunt et al., 1975), peer popularity (e.g., Ledingham et al., 1982) and antisocial behavior (e.g., Shinn et al., 1987). We have defined intelligence as the ability to quickly and successfully cope with new situations, i.e., solving problems by recognizing important relationships in the problem situation (ability to learn, remember and think). ...
Laganje se kod dece javlja veoma rano i u fokusu prethodnih istraživanja uglavnom je bila sposobnost laganja kod dece predškolskog uzrasta. U ovom istraživanju korišćenjem nove procedure za ispitivanje sposobnosti laganja, cilj je bio ispitati sposobnost laganja kod dece školskog uzrasta, kao i kognitivne i socijalne korelate uspešnosti dece u laganju. Ukupno 48 dece, po 16 učenika prvog, petog i osmog razreda osnovne škole imali su zadatak da osmisle lažni autobiografski narativ i da ga što uverljivije izlože kako bi ubedili druge da im se to stvarno dogodilo, a uverljivost njihovih snimljenih izlaganja procenjivalo je 15 nezavisnih procenjivača. Od razrednog starešine na osnovu posebno konstruisanog inventara prikupljene su procene izraženosti inteligencije, verbalne sposobnosti, omiljenosti među vršnjacima i antisocijalnog ponašanja svakog učenika. Rezultati pokazuju da su deca uzrasta od 10 do 11 godina i deca uzrasta od 13 do 14 godina procenjena kao uverljivija prilikom laganja u odnosu na mlađu decu, uzrasta od 6 do 7 godina. Međutim, nije dobijena razlika u uspešnosti laganja dece uzrasta od 10-11 godina i dece uzrasta od 13 do 14 godina, kao ni razlika u sposobnosti laganja između devojčica i dečaka. Deca sa višim školskim postignućem i ona koja su procenjena od strane razrednog nastavnika kao inteligentnija verbalno sposobnija i omiljenija među vršnjacima su takođe od strane grupe nezavisnih procenjivača procenjena kao uverljivija pri izlaganju lažnih autobiografskih događaja.
... Previous studies consistently indicated that teachers had the tendency to limit imposing their authority on special students due to the lack of proper training in this field and fear of losing time to take care of other students in the class (Emmer & Stough, 2001;Oliver, Wehby, & Reschly, 2011). This avoidant attitude resulted in special students' receiving less amount of instruction and facilitation compared to other peers (Gunter, Denny, Jack, Shores, & Nelson, 1993), and was likely to lead to a general degradation in learning outcomes of the class (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987;Cameron, Connor, Morrison, & Jewkes, 2008). Among classroom management strategies applied to classrooms with ADHD and ASD students, the tactics used to prevent unwanted behaviors were prioritized. ...
Recently included in general education as a compulsory subject since Grade 3, English has established itself in Vietnam as a crucial foreign language for the people to communicate effectively in a globalization era. As a result, English language teaching for primary students has drawn increasing attention from various educators and researchers. However, their studies and teaching practices often overlook students with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder (ADHD and ASD) - two of the most popular mental disorders in children. In this regard, this mixed-method case study explores the challenges facing, and the solutions the teachers of ADHD and ASD students in Vietnam have been actively drawing on to facilitate their classroom management. After conducting survey questionnaires with 109 English language teachers from 20 cities located in the three regions of Vietnam, the study proceeded with a series of interviews with teachers along with in-class observations. The results indicate that despite these prevailing difficulties, teachers were able to formulate teaching techniques to showcase plenty of innovativeness and versatility in terms of classroom management, despite certain occurrences of potential harmful acts due to the lack of special education training. The discussion could carry useful implications for researchers and teachers working with ADHD and ASD students in Vietnam.
... The role of task-focused behaviour Studies have indicated that externalizing behaviour is related to lower levels of taskfocused behaviour (e.g., Arnold, 1997;Baker, Clark, Maier, & Viger, 2008;Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, research has shown that task-focused behaviour is positively related and that task-avoidant behaviour is negatively related to academic achievement (e.g., Andersson & Bergman, 2011;Georgiou, Manolitsis, Nurmi, & Parrila, 2010;Hirvonen, Tolvanen, Aunola, & Nurmi, 2012;Morgan et al., 2008;Myhill, 2002;Nurmi, Aunola, Salmela-Aro, & Lindroos, 2003). ...
Background
Although many studies have suggested that students' externalizing (aggressive and rule‐breaking) behaviour is detrimental to their academic achievement, the underlying mechanisms have rarely been investigated.
Aims
We conducted a longitudinal investigation of whether the negative relation between externalizing behaviour and academic achievement operationalized as grades and test scores is mediated by students' task‐focused behaviour while controlling for the effects of initial achievement and general cognitive abilities. We conducted separate analyses for different rating perspectives (i.e., parents and teachers) on students' externalizing behaviour to investigate the robustness of effects and determined whether gender moderated the mediation.
Sample
Participants were N = 1,039 students in 55 classes from different school types who were followed from fifth to ninth grade.
Method
In fifth grade, parents and teachers rated students' externalizing behaviour, and students were administered standardized tests in mathematics, German, and general cognitive abilities. In seventh grade, teachers rated students' task‐focused behaviour. In ninth grade, students were again administered standardized tests in mathematics and German, and their grades were obtained from school registries.
Results
Structural equation models consistently revealed indirect effects of externalizing behaviour via task‐focused behaviour on grades and test scores beyond effects of initial achievement and general cognitive abilities. Result patterns were similar for parents' and teachers' ratings of externalizing behaviour and male and female students.
Conclusions
This study extends knowledge about the negative relation between externalizing behaviour and academic achievement in adolescents by showing that there is an indirect relation through task‐focused behaviour. Implications are discussed.
... The single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 1999). Classrooms with frequent disruptive behaviors have less academic engaged time and students tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time which comes at the expense of academic instruction. ...
... The single most common request for assistance from teachers is related to student behavior and classroom management (Rose and Gallup 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn et al. 1987). ...
Ideas as to how and why individuals resort to creaming are generated primarily by a few qualitative studies and have to our knowledge so far not been tested quantitatively. This paper aims to fill this gap and explains the classroom cream-skimming behavior of school teachers in Denmark, defined as prioritizing the teaching of academically promising students. Drawing on the street-level bureaucracy literature, it tests the following propositions: 1) creaming is directly related to an inadequacy of resources and this relationship is moderated by the breadth of parental involvement in their children’s education, 2) creaming is weakly related to the presence of bureaucratic success criteria and 3) creaming is directly related to the level of parental involvement in and satisfaction with their children’s education. These are tested using data from a 2011 survey of Danish and Mathematics teachers in public and private schools across Denmark, and a class-fixed-effects design. Overall, the findings provide varying support for these propositions.
... Aggressive behavior during the pre-school years was found to be a significant predictor of problems with academic achievement during school (Brennan et al. 2012). Aggressive school-aged children have been found to spend significantly less time engaged in academic learning when compared to other children (Shinn et al. 1987). Yang et al. (2014) in a longitudinal study, found that academic achievement serves to protect children who have psychological difficulties from becoming aggressive. ...
... A indisciplina tem sido conceptualizada como um constructo multifactorial e multicausalmente determinado (Ahn & Rodkin, 2014;Kuppens, Grietens, Onghena, Michiels, & Subramanian, 2008). Vários estudos têm revelado o impacto negativo que a indisciplina pode ter no contexto de sala de aula, nos resultados obtidos pelos alunos e nos próprios professores, no menor envolvimento académico das turmas, na obtenção de notas mais baixas pelos alunos (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987) e no aumento dos níveis de stress e burnout dos professores (Smith & Smith, 2006). ...
Indiscipline in the classroom is a phenomenon that
represents a concern at a global scale. This study, carried
out with teachers from primary school to secondary school,
will explore the frequency and typology of problematic
behaviors in the classroom, the time teachers estimate to
spend with indiscipline, the perceived level of preparation
to deal with indiscipline, the degree of training in
classroom management and indiscipline, and the
perception of indiscipline evolution in the last five years.
In addition, cultural variables will be explored through the
comparison of Portuguese and Angolan teachers
concerning the variables mentioned.
... This suggests that students" involvement in actions not associated with the situation predicts reduced academic success. Shinn, Ramsey, Walker, Stieber and O"Neill (1987) report that students" involvement in behaviors, such as talking to their neighbors can be disruptive, leading students to perform badly on standardized tests with an overall negative effect on their academic achievement. It is also important to note that these behaviors jeopardize the other students" learning. ...
Boredom is often believed to be one of the main factors contributing to students' disengagement in learning. Emotional and intellectual disengagement in students caused by boredom can pose a threat to teachers' job performance too, further risking their students' academic success. However, students' boredom can go unnoticed, and therefore be left unresolved, which may have more detrimental effects on their aptitude for learning in the long run. Therefore, it is important to identify bored students, the reasons for their boredom, and the strategies they adopt to combat boredom. This paper reports the findings of a small-scale study conducted on boredom among 36 freshman engineering students in a communication course at the Petroleum Institute, Abu Dhabi, UAE. The data were collected using a survey, including Coping with Boredom Scales developed by Goetz and Nett (2011). The findings suggested that although boredom was not a common issue, half of the students sometimes felt bored. The most common reason for their boredom was related to their perceptions of the course nature, such as heavy work and its lack of relevance to engineering field. The most common strategy used to combat boredom was the cognitive approach. It was also found that there was a positive correlation between the students' use of the cognitive approach and their academic performance, and a negative correlation between their use of the behavioral avoidance strategy and academic performance. The results are discussed, and suggestions are made to reduce boredom among freshman students.
... Group 1 had a good project idea and started highly motivated, but lost motivation among the way due to a problematic group member. This is in line with the literature: disruptive behaviour of one student can lower general academic engagement and outcome [13]. It should be noted that this individual was the only student who chose not to participate in the data collection. ...
Mobile instrumentation provides researchers and professionals the opportunity to collect data on several aspects of human life. In this paper we discuss our initial experiences on collecting data via mobile instrumentation in an elementary school. We augmented a classroom with mobile phones and Bluetooth beacons to capture student experiences as well as their relative distance to each other during a collaborative group project. We describe the study, and present lessons learned when instrumenting such a unique school setting with young participants.
... The observed improvements in routine compliance are meaningful because improving compliance and other disruptive behaviors can lead to more positive outcomes for children, families, schools, and communities (Jenson et al., 2004;LeFever, Butterfoss, & Vislocky, 1999;Offord, Boyle, & Racine, 1991;Shinn et al., 1987;Wentzel, 1993). Because this study showed success when working with general education teams in general education settings, these results suggest that this type of intervention could be effectively used for a Tier 2 support in the response to intervention (RTI) model that is becoming increasingly utilized in schools across the country. ...
A plethora of literature suggests that collaborative partnerships among families, educators, and outside service providers are necessary and beneficial to address behavior problems, but there continues to be a lack of coordination among these stakeholders. The current study used conjoint behavioral consultation (CBC) to facilitate the development and implementation of collaborative intervention plans. Parents, teachers, and an outside mental health provider worked together to create and support behavioral intervention plans that were implemented at home and school. The results of this multiple baseline study indicate that collaborative interventions developed through the CBC process were effective in improving behavior at home and school. More specifically, visual analysis of the data, along with calculated effect sizes, showed an increase in the percentage of time that all 3 participants complied with expectations during problematic routines at home and school. Implications, limitations, and future research directions are discussed.
... Academic engagement places high demands for the development of self-regulation. The amount of time that students are engaged in academic tasks differentiates antisocial from typically developing youth (Shinn et al. 1987), and homework skills most dramatically discriminate delinquent from nondelinquent youth (Dishion et al. 1984). Moreover, dysregulated behavior is one of the strongest predictors of peer rejection; social skills training that emphasizes prosocial interactions is likely to benefit children's happiness and result in improved self-regulation. ...
... As children enter classrooms, negative behaviors learned in the home setting impact academic achievement and peer socialization. Multiple studies have found that children with behavior concerns have difficulty exhibiting crucial behaviors needed to succeed in the school environment, such as staying on task, paying attention, staying in their seat and completing work (Dishion, Loeber, Stouthamer-Loeber & Patterson, 1983;Hops & Cobb, 1974;Shinn, Ramsey, Walker, O'Neill & Steiber, 1987). As a consequence of problem behaviors, students are often sent out of the classroom, which results in loss of instructional time and increased difficulty across academic subjects (Arnold, 1997). ...
... 7 Teachers who must spend a great deal of time managing challenging classroom behaviors have been shown to have less time for academics and to have students with lower grades and poorer performance on standardized tests. 8 Disruptive behaviors can include problems, such as defiance, hostility, aggression, and sometimes violence. 9 Although disruptive behavior problems can occur in students of all ages, 10 adolescence is a developmental stage of particular concern because as youths get older, disruptive behavior can become more tied to delinquency, increased risk for substance use, involvement with the juvenile justice system, and other high-risk behaviors. ...
Disruptive behaviors in the school setting can threaten the maintenance of optimal learning environments in schools. Challenging behaviors, such as defiance, hostility, and aggression, often define disruptive classroom behaviors. This article presents a clinical review of existing literature on interventions for adolescent disruptive behavior problems in school-based settings and in outpatient mental health settings and makes recommendations around working with adolescents with disruptive behaviors in school-based settings. Many types of interventions are effective; effective implementation is key to good results.
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... 96). The use of discipline referrals as a data source is viewed as a practical measurement tool in that schools routinely record such events and as such provide an inexpensive and readily available source of information about behavior problems (Shinn, Ramsey, Walker, Stieber, & O'Neill,, 1987;Walker, Stieber, Ramsey & O'Neill, 1990). ...
... Students who exhibit defi ant behavior may frequently engage in a negative pattern of interactions with teachers, with noncompliance being a frustrating experience for teachers. Based on observations, children considered to be noncompliant and aggressive or disruptive spend less time on task than comparison students and experience a disruption in academic skills development (Shinn, Ramsey, Walker, O'Neill, & Steiber, 1987 ) . ...
Nearly one third of secondary school students report decreased engagement in school during their teen years. When considering the emotional or psychological aspects of engagement, which are routinely associated with high-risk behaviors, a student must somehow conclude that, at a minimum, at least one specific person at their school truly cares about him or her not only as a student, but as a person. This caring individual, be it a teacher, coach, administrator, or counselor, does not simply express respect, concern, and trust in the student as part of their job, but also the student comes to believe that this person sees intrinsic value in him or her as a human being. In this chapter we underscore the association between student engagement and high-risk behaviors in adolescence. Although all aspects of student engagement are important to the full development of youth, the salience of student engagement when considering troubling and high-risk behaviors in schools warrants educators’ attention. We summarize research in this area and provide an overview of system-level interventions and strategies to build bonding and connectedness, particularly for those students who engage in high-risk behaviors. We conclude that clear definitions and unified research in the area of student engagement can allow for continued advancements in understanding how to best engage students, specifically high-risk students, and yield positive academic and life outcomes for youth.
... Oftentimes, noncompliance in children strengthens avoidance behavior on the part of the teacher (i.e., damage the student-teacher relationship), resulting in missed opportunities for learning (Walker & Walker, 1991). Classroom observations of noncompliant children and those exhibiting undercontrolled (e.g., aggressive, disruptive, etc.) behaviors showed that they spend less time on-task than comparison students (Shinn, Ramsey, Walker, O'Neill, & Steiber, 1987). ...
This purpose of this study was to assess the relationship between the presence of classroom components of positive behavior support and student behavior outcomes. Data were collected using the Tool for Assessing Classroom Level-Positive Behavior Support (TACL-PBS) developed by Ern (2004) to assess the presence or absence of critical components of positive behavior support at the classroom level. Descriptive data on the instrument including the internal consistency, interrater agreement, and concurrent validity were analyzed and are included in this report. Forty classrooms from ten diverse elementary schools in three school districts were selected to participate in this study. Office discipline referral (ODR) information and rates of on-task behavior were collected for each classroom and were correlated with the presence of the classroom components. Data were collected using teacher interview, student interview, and direct observation methods. In all, 40 teacher intervie
ws, 116 student interviews, and 39 classroom observations were conducted as part of this study and the information was used to provide evidence of the presence or absence of classroom PBS components. Given that the TACL-PBS uses three independent methods for data collection, the study was also interested in the usefulness of each method. The data revealed that the correlational structure of the instrument is strongest when scores from all three methods are combined. Results indicated low to moderate correlations between the components assessed by the TACL-PBS and student outcomes (i.e., discipline referrals, rates of on-task behavior). A significant, negative correlation was found between the consistent use of classroom management practices by teachers and ODR's. Results also indicated that as the teacher use of classroom management practices (as reported by students) increased, rates of student on-task behavior increased. The presence of preplanned and sequential procedures for respon
ding to behavioral violations (i.e., consequence system) had the second highest relation to the numbers of discipline referrals in a classroom. The study also found that the fidelity with which school-wide PBS was being implemented at the building-level did not significantly relate to implementation at the classroom-level. Discussion focuses on theoretical and practical implications of the current results, limitations, and directions for future research.
... The Walker et al. assessments focused on the school adjustment and achievement of the subsample of 80 subjects. Descriptions of these assessment procedures and measures are contained in Walker et al. (1987) and Shinn et al. (1987). Complete assessments are recorded twice annually (i.e., in the fall and spring of each school year). ...
This study investigated the efficacy of selected home and school setting variables as predictors of school achievement, adjustment, and delinquency in an ongoing longitudinal study of antisocial and at-risk boys (Patterson, 1983; Walker, Shinn, O'Neill, & Ramsey, 1987). Three construct scores (one derived primarily from school data sources and two from home setting data sources) along with two discrete observation codes recorded on families served as predictors in this study. Criterion variables to be predicted included math, reading, total achievement, receiving special education services, and delinquency. The predictor variables were all recorded when the subjects were in the fourth grade; the criterion variables were recorded when they were in the seventh grade. The resulting multiple Rs ranged from .50 for delinquency to .81 for math achievement. No more than two predictor variables were used in each of the regression analyses. Results are discussed in terms of the importance of assessing both the school and home environments of students at risk for behavioral adjustment problems that involve antisocial behavior patterns.
Challenging behavior (i.e., interfering behavior) can negatively impact a teacher’s implementation of classroom management strategies which can be detrimental to student outcomes and increase the risk for teacher burnout. Evidence-based strategies such as differential reinforcement have been shown to be effective at reducing challenging behavior. Moreover, accumulated and distributed reinforcer arrangements using tokens have been shown to both reduce challenging behavior and increase task engagement. However, research to date has not yet evaluated the impact of accumulated and distributed reinforcer arrangements within the natural classroom environment. The purpose of this study was to assess the effectiveness of and preference for teacher-implemented accumulated and distributed schedules of reinforcement in a classroom setting. This study included three children, ages 11–12 years, and their teachers. Results indicate that both schedules of reinforcement decreased interfering behavior in the classroom setting and two out of three participants preferred the distributed arrangement over the accumulated.
This study examined the family management practices of parents of antisocial and non-antisocial boys. Serving as subjects for the study were 80 fourth-grade boys and their families involved in an extensive longitudinal investigation. Parent management practices including discipline, monitoring, positive reinforcement, involvement, and problem solving were compared. The two groups also were compared across a number of family status variables. Study results indicated between-group differences also were obtained for the status variables associated with adult relationship(s) in the home and father criminal record. Study outcomes are discussed in terms of parent and family contributions to antisocial behavior.
This study examined the parent management practices to which a sample of middle school boys, in four different school adjustment groups, were exposed. The four groups were labeled Internalizers, Antisocials, Normal/Controls, and Externalizers. Parent management practices, including discipline, monitoring, positive reinforcement, parent involvement, and problem solving were compared for the four groups. Study results indicated between-group differences on two of the five parent management constructs, although all results were clearly in the hypothesized direction. The outcomes of the study are discussed in terms of the relationship of parenting practices to antisocial behavior in school settings.
This paper reports on student-teachers’ experiences during a six-week teaching practicum of disruptive classroom behaviours by students in selected Tanzanian secondary schools and the strategies that the student-teachers employed to manage them. Questionnaire and semi-structured interviews were employed to collect data from 70 student-teachers. Using qualitative thematic analysis and descriptive quantitative analysis strategies, it was revealed that student-teachers did very little to enhance appropriate classroom behaviours. Instead, they relied on punitive strategies such as punishment to deal with disrupting students. Reliance on punitive measures limited their ability to use positive feedback, tolerance and relational support strategies, which are regarded as more effective in fostering appropriate classroom behaviours by empowering students to take control of their own behaviour. These findings have important implications for teacher training programmes, and students learning. The paper concludes by asserting that like any other lessons, appropriate behaviours in classrooms need to be taught and nurtured not simply demanded.
The paper unfolds an investigation of influence of attitudinal orientations of secondary school teachers in respect of teaching on their perceptions regarding difficult behaviour of adolescent learners. Study was divided in two phases- first extracting of factors of the concept difficult behaviours (using ipsative choice method and Q-type factor analysis constituting Q-methodology) followed by finding relatedness between attitudinal orientations and difficult behaviours magnitude using normative data. The first phase included only sample of seventy secondary school teachers, whereas the second phase involved two hundred secondary school teachers. Q-type factor analysis revealed seven factors namely- Rebelliousness, Coldness, Dominance, General Behavioural Deviance, Absurdity, Mannerism and Maliciousness. These items were converted in to normative measures for collection of normative data. Likert type attitude scale was developed which included four orientations namely- Designation, Profession, Person and Outcome. All the seven factors were individually correlated with all the four orientations of attitude. It was discovered that none of the correlation were significant. The result was corroborated by one-way calculations done in respect of all the factors of difficult behaviours across four attitudinal orientations. Finally it has been concluded that perceptions of secondary school teachers about difficult behaviours of adolescent learners are not influenced by their attitudinal orientations.
This research, framed in a qualitative research design, was performed for the purpose of determining the instructional deficiencies of the teachers in teaching process. The target population of this research which was determined with criterion sampling method consists of 180 teachers from primary, secondary and high schools at 2014-2015 academic year in Gaziantep city center. Data were obtained through a three-itemed structured interview form which was prepared by the researcher and analyzed by Atlas Ti program. The results of the research showed that teachers have deficiencies in four theme: Technology, Pedagogy, Pre-service education and curriculum. The teachers suggested getting training about integration of the instructional technologies to teaching process, employment of professionals in school laboratories, having more application-based pre-service educational programs and re-evaluation of the school curriculum in terms of time and instructional objectives.
The authors systematically review the available research on administrative discipline contacts to (a) identify the domain variables (e.g., gender ethnicity) that influence the use of administrative discipline contacts, (b) identify participant classification variables (e.g., antisocial) related to administrative discipline contacts, and (c) determine the validity of administrative discipline contacts. They drew from 20 independent samples published in 23 articles. A wide range of school (e.g., grade level, size) and student (e.g., achievement, abilities, socioeconomic status, ethnicity) domain variables appear to influence the use of administrative discipline contacts, whereas administrator/teacher (e.g., ethnicity, gender) and family (e.g., parenting style, education levels of parents) variables have less influence. Four participant classification variables appear to be related to administrative discipline contacts: participation in athletics, child neglect, antisocial behavior, and anecdotal suspension report. The concurrent and predictive validity of administrative discipline contacts appears to be relatively limited. The findings and future research needs are discussed.
Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group contingency to decrease rates of disruptive behavior. Previous research comparing the effects of the different group contingencies has been inconclusive, inconsistent, and unable to rule out sequence carryover effects. This study employed an alternating treatments design across three elementary classrooms to compare the effectiveness of interdependent and dependent group contingencies in decreasing rates of disruptive behavior. Results showed that the Good Behavior Game was effective overall in reducing rates of disruptive behavior and teachers found the intervention to be acceptable and effective. Additionally, improvements in teachers' global ratings of students' social skills and academic behaviors were associated with the intervention. Both interdependent and dependent group contingencies reduce disruptive classroom behavior but their use by educators may depend upon preference, goals for behavior change, student characteristics, and practical considerations.
Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to suggest that interventions should focus on as many of the settings as possible in which a child displays the behaviour problems. This paper reviews the literature on the effects of conduct problems in the classroom, on teacher managerial skills, and on interventions across the home and school settings. It is concluded that classroom management of conduct problems could be improved by providing a hierarchical system of intervention strategies.
This chapter addresses the role of self-regulation in the development of adolescent-onset drug use. Specifically, we focus on the interface between peer influences, parenting, self-regulation, and drug use. Recent longitudinal analyses suggest that peer clustering into groups supportive of drug use is central to the etiology of adolescent onset and progression to young adult dependence. Longitudinal research also confirms that individual differences in adolescent self-regulation uniquely reduce progressions in terms of adolescent use and dependence, and serve as a protective factor for peer influences. We also explore the neurocognitive underpinnings of adolescent self-regulation by observing brain activation patterns associated with tasks with known properties in the attention network. We report an imaging study of adolescent marijuana users that revealed not only self-regulation deficits in users, but also specific neurocognitive activation patterns unique to early-onset persistent drug use. These analyses revealed that more effort (and activation) was required in tasks assessing executive control of attention, suggesting less developed attention systems associated with self-regulation among known users compared with controls. We propose that future prevention efforts focus on interventions that reduce peer clustering into groups that support early drug use, and interventions that promote enhancement of self-regulation, in particular, building on recent progress in neurocognitive mindfulness-based intervention strategies.
This study examined the effects of e-mailed daily behavior report cards (DBRC) on students' disruptive classroom behaviors. Additionally, teacher acceptability of e-mailed DBRC as an intervention was assessed. Participants included 46 elementary students (37 males and 9 females), that were assigned to one of three conditions; delayed treatment control, e-mailed DBRC, and e-mailed DBRC with performance feedback. Student behaviors were measured by direct observations and teacher ratings. Results suggest that e-mailed DBRC can decrease students' disruptive behaviors, that e-mailed DBRC with performance feedback did not produce superior outcomes, and that e-mailed DBRC was perceived as acceptable.
In this investigation we report two studies of the school behavior adjustment status of two groups of middle school‐age boys—an antisocial group (N = 39) and an at‐risk control group (N = 41). In study one, we compared the two groups on a series of behavioral measures across grades five, six, and seven that included (1) teacher ratings of social skills, (2) classroom observations, (3) playground observations, and (4) school archival records. Results indicated extremely problematic behavioral profiles for the antisocial subjects and much more favorable profiles for the at‐risk control students. The behavioral profiles for the two groups appeared to be quite consistent and stable across the middle school years with the exception that several variables (social skills ratings, attendance, math achievement, and school discipline contacts) tended to show gradually increasing negative trends for the antisocial subjects. In the second study, we used a series of selected fifth‐grade variables, derived from the four major clusters of study measures, as predictors in regression analyses of subjects' status on a series of seventh‐grade criterion measures of school success or failure. The criterion measures predicted in these analyses were reading and math achievement, school discipline contacts, attendance, and time spent within a nonregular classroom. There were low multiple Rs for reading achievement and time spent in a nonregular classroom setting. The multiple Rs for math achievement, school discipline contacts, and attendance were moderate to moderately high.
The present article examines the development of deviant sexual behaviour in adolescence and its implications for attempts to prevent sexual assault and to rehabilitate the sex offender. A general framework to account for the etiology of sexual deviance is presented. In the framework. abusive family experiences lead to predictable consequences in the developing sex offender that can be best described as a syndrome of social disability. The characteristics that comprise this syndrome include: lack of adult attachments, low self-esteem, impaired abilities to develop intimate relationships and empathy, and varying degrees of antisocial behaviour. Each of these is described in developmental terms. These social disabilities then set the stage for the development of abusive sexual behaviour. According to the proposed framework, the development of deviant sexual interest and arousal follows from the offender'S experience of sexual abuse, both as an abuser and, for some individuals, as a victim. Throughout the article. implications for effective treatment of the sex offender are presented and discussed.
This paper reviews the knowledge base on teamwork among teachers as expressed through Teacher Assistance Teams (TATS) operating in public school settings. The authors describe a range of prereferral intervention models and highlight the importance of collaboration and collegiality in effective TAT functioning. The paper presents a statewide model currently being tested in Kentucky to establish and maintain effective Teacher Assistance Teams for serving pupils placed at risk for school failure. This model, which is designed to provide maximum flexibility in the areas of team membership, targeted student populations, and team functioning within a variery of school ecologies, is described in terms of its most salient characteristics and primary funcoons. The paper concludes with a call for need research on the membership, dynamics, effectiveness and acceptance of teacher dominated TATS.
This study examined the main and interaction effects of social acceptance, aggression, and gang involvement on serious school misbehavior in a sample of 152 middle school age Hispanic and Anglo males. High social acceptance and high aggression (or gang involvement) were hypothesized to predict serious school misbehavior for Hispanic males, but not Anglo males. Our hypotheses for the model including aggression were supported. The findings for aggression, but not gang involvement, are consistent with social learning and code-of-the-streets theories.
Recently, many educators have advocated the use of the Developmentally Appropriate Practice approach in preschool programs for young children who are developing normally, as well as for young children with special needs. This article reviews the rationales and basic premises of both the Developmentally Appropriate Practice approach and early childhood special education. We highlight areas in which developmentally appropriate practice guidelines overlap those of early childhood special education. We also point out the insufficiencies of these guidelines for planning, carrying out, and evaluating early childhood special education programs. We provide a selective literature review to clarify issues that still separate the two areas and discuss the implications of these divisions for future integration efforts. Finally, we offer suggestions for standards that should guide the evaluation of all programs that serve young children with disabilities.
In this study, we investigated fifth‐grade social behavioral profiles of arrested versus nonarrested adolescent boys. We assessed the ability of discrete measures of social‐behavioral adjustment (teacher ratings of social skills, direct observations of negative‐aggressive social behavior) to classify correctly the arrest status of 75 boys over a 3‐year period (grades 5 to 7). Using a discriminant function analysis procedure, we correctly classified 75% of the subsequently arrested subjects based on selected measures of their fifth‐grade adjustment. Twenty‐four of the 75 boys were arrested during the Grade 5 to 7 period, as determined by police contacts and court records. We profiled boys receiving extreme discriminant scores representing four predicted groups on all the fifth‐grade measures recorded: (a) boys who the procedure predicted would be arrested and who were arrested, (b) boys who the procedure predicted would not be arrested and who were not, (c) boys who the procedure predicted would be arrested but who were not, and (d) boys who the procedure predicted would not be arrested but who were. We discuss results with regard to screening and intervention implications.
In this study, literature that indicates a need for systematic methods to identify students who are candidates for functional behavioral assessments and strength-based assessments is reviewed. These assessments will guide the development of individualized interventions to prevent violence, chronic discipline problems, and negative high school outcomes. Longitudinal research involving an archival review of a randomly selected sample of 526 students is reported. This research supports the use of school records of discipline referrals as a screening device. Referrals for violence involving fighting in Grade 6 predicted similar referrals in Grade 8. Frequency of discipline referrals in Grade 6 predicted chronic discipline problems in later middle school, which predicted frequency of suspensions in Grade 9. Three or more suspensions in ninth grade predicted school failure. Boys referred for fighting more than twice and girls referred even once for harassing, as sixth graders, were not likely to be on track for graduation when in high school.
This study illustrated the use of normative behavioral observation data as a standard for evaluating the practicality of treatment effects produced in other settings. Three groups of eight subjects each, displaying relatively low proportions of appropriate classroom behavior when compared with regular classroom peers, were selected for treatment within an experimental classroom setting. The three groups were exposed to intervention procedures designed to reinforce either direct academic performance and/or facilitative nonacademic classroom responses. The treatment was effective in changing levels of appropriate behavior (1) above baseline levels in the experimental classroom, and (2) to within normal peer-defined limits when reintegrated into the regular classroom. Further, the data reflect successful maintenance of these effects for a seven- to 12-week follow-up period. Several applications of a normative model for evaluating treatment, generalization, and maintenance effects were presented and discussed.
The RECESS program is a comprehensive behavior-management package for use with socially negative/aggressive children in grades K-3. “RECESS” is an acronym for “Reprogramming Environmental Contingencies for Effective Social Skills.”