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
    • "An additional advantage of the GBG may be that by reducing children's behavioral and emotional problems, the GBG may improve the social relations these children have with teachers and peers. Because teachers focus on supporting desired behavior, their relationships with their students may improve (Leflot, Van Lier, Onghena, & Colpin, 2010). Research is needed to establish whether this intervention can also play a part in improving social interactions in the context of special education. "
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    ABSTRACT: The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher–child closeness and better behavioral adjustment was predicted by both positive teacher–child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher–child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher–child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence.
    No preview · Article · Feb 2015 · Journal of School Psychology
    • "Intervention strategies for children may include social skills training and fostering self-worth. Strategies for teachers may include interventions such as 'relationship-focussed reflection' upon relationships with individual children, 'banking time' with children (one-on-one child-directed sessions to increase closeness ), and behaviour management interventions such as the 'Good behaviour game' which focuses on rewarding positive behaviour in order to facilitate the greater frequency of positive interactions (as opposed to negative interactions) between students and teachers (Leflot et al. 2010; Driscoll et al. 2011; Spilt et al. 2012b; Doumen et al. 2011; Sabol and Pianta 2012). Given the important influence of student-teacher relationships on children's mental health, teacher training and professional development should ensure teachers are fully aware of the impact they can have on children's mental health (Doumen et al. 2011). "
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    ABSTRACT: Background: This longitudinal study classified groups of children experiencing different trajectories of student-teacher relationship quality over the transition from preschool into school, and determined the strength of the association between different student-teacher relationship trajectories and childhood mental health problems in the second year of primary school. Methods: A community sample of 460 Australian children were assessed in preschool (age 4), the first school year (age 5), and second school year (age 6). Teachers at all three assessments reported on student-teacher relationship quality with the Student Teacher Relationship Scale. When the children were at preschool and in their second school year, parents and teachers rated children's mental health problems using the Strengths and Difficulties Questionnaire. Results: Latent-class growth modelling identified two trajectories of student-teacher relationship quality: (1) a stable-high student-teacher relationship quality and (2) a moderate/declining student-teacher relationship quality trajectory. Generalised linear models found that after adjusting for family demographic characteristics, having a stable high quality student-teacher relationship trajectory was associated with fewer parent-rated and teacher-rated total mental health problems, and fewer conduct, hyperactivity, and peer problems, and greater prosocial behaviour at age 6. A stable high quality trajectory was also associated with fewer teacher-rated, but not parent-rated emotional symptoms. These effects remained after adjustment for levels of mental health problems at age 4. Conclusions: Findings suggest that early intervention and prevention strategies that focus on building stable high quality student-teacher relationships during preschool and children's transition into formal schooling, may help reduce rates of childhood mental health problems during the early school years.
    No preview · Article · Dec 2014
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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.
    Full-text · Article · Jul 2014 · Journal of Abnormal Child Psychology
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