Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors

2019 ◽  
Vol 47 ◽  
pp. 206-217 ◽  
Author(s):  
Michelle L. Yoder ◽  
Amanda P. Williford ◽  
Virginia E. Vitiello
Keyword(s):  
Disruptive Behaviors ◽  
Peer Engagement

Perceptions of family and staff on the role of the environment in long-term care homes for people with dementia

2012 ◽  
Vol 24 (5) ◽  
pp. 753-765 ◽  
Author(s):  
Linda J. Garcia ◽  
Michèle Hébert ◽  
Jean Kozak ◽  
Isabelle Sénécal ◽  
Susan E. Slaughter ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Focus Groups ◽  
Long Term Care ◽  
Disruptive Behaviors ◽  
Well Being ◽  
Care Homes ◽  
Term Care ◽  
Staff Members

ABSTRACTBackground: Disruptive behaviors are frequent and often the first predictor of institutionalization. The goal of this multi-center study was to explore the perceptions of family and staff members on the potential contribution of environmental factors that influence disruptive behaviors and quality of life of residents with dementia living in long-term care homes.Methods: Data were collected using 15 nominal focus groups with 45 family and 59 staff members from eight care units. Groups discussed and created lists of factors that could either reduce disruptive behaviors and facilitate quality of life or encourage disruptive behaviors and impede the quality of life of residents. Then each participant individually selected the nine most important facilitators and obstacles. Themes were identified from the lists of data and operational categories and definitions were developed for independent coding by four researchers.Results: Participants from both family and staff nominal focus groups highlighted facility, staffing, and resident factors to consider when creating optimal environments. Human environments were perceived to be more important than physical environments and flexibility was judged to be essential. Noise was identified as one of the most important factors influencing behavior and quality of life of residents.Conclusion: Specialized physical design features can be useful for maintaining quality of life and reducing disruptive behaviors, but they are not sufficient. Although they can ease some of the anxieties and set the stage for social interactions, individuals who make up the human environment are just as important in promoting well-being among residents.

scholarly journals Disruptive Behavior at Hospitals and Factors Associated to Safer Care: A Systematic Review

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Pedro Moreno-Leal ◽  
César Leal-Costa ◽  
José Luis Díaz-Agea ◽  
Ismael Jiménez-Ruiz ◽  
Antonio Jesús Ramos-Morcillo ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Adverse Effects ◽  
Disruptive Behavior ◽  
Health Professionals ◽  
Negative Impact ◽  
Data Extraction ◽  
Scientific Evidence ◽  
Disruptive Behaviors ◽  
Physical And Mental Health

Disruptive behavior creates a dysfunctional culture that has a negative impact on work relations and influences the quality of care and safety of the patient. The objective of the present work is to provide the best methodological quality scientific evidence available on disruptive behavior at a hospital, the aspect associated with the safety of the patient, and its impact on quality of care. For this, we included studies that addressed the prevalence of disruptive behaviors observed in the area of hospital health and its professionals. The selection, eligibility, data extraction and evaluation of the risk of bias stages were conducted by two researchers, and any discrepancies were solved by a third researcher. The data presented show that disruptive behaviors are frequently observed in the daily life of health professionals, and compromise the quality of care, the safety of the patient, and can lead to adverse effects. The results presented indicate that the appearance of disruptive behaviors compromises the quality of care, the safety of the patient, and the appearance of adverse effects, and can also affect the physical and mental health of the health professionals. PROSPERO registration number: CRD42021248798.

scholarly journals Exploring sleep quality of young children with autism spectrum disorder and disruptive behaviors

2018 ◽  
Vol 44 ◽  
pp. 61-66 ◽  
Author(s):  
Cynthia R. Johnson ◽  
Tristram Smith ◽  
Alexandra DeMand ◽  
Luc Lecavalier ◽  
Victoria Evans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Sleep Quality ◽  
Disruptive Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism

scholarly journals Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic

2021 ◽  
Vol 11 (6) ◽  
pp. 693
Author(s):  
Jack Moffat ◽  
Charlotte Copas ◽  
Kate Wood ◽  
J. David Spafford
Keyword(s):  
Oral Presentation ◽  
Live Performance ◽  
Major Drawback ◽  
Virtual Classrooms ◽  
Systems Neuroscience ◽  
Future Version ◽  
Peer Engagement ◽  
Oral Presentations ◽  
Video Format

A 400-level undergraduate oral presentation and discussion course in Systems Neuroscience was delivered asynchronously online during the COVID-19 pandemic. Enrolled students banked their narrated oral presentations in video format online then engaged in peer evaluation in virtual classrooms through the course website. Student delivered their oral presentation and responded to peer questions at their leisure and convenience, without the stress and anxiety associated with a “live” performance delivery in front of their peers. A remote and asynchronously delivered course facilitated much more peer contact than “live” versions of the course, which included a total of 62 uploaded presentations, 301 video responses uploaded to 1985 questions posed by peers, a total of 1159 feedback questionnaires submitted, 1066 rankings submitted of viewed oral presentations, and 1091 scores submitted evaluating the quality of questions posed by reviewers of oral presentations. A major drawback in the remote, asynchronous deliver was the enormity of peer engagement through the course website portal, which was mostly blind to the instructor because of the inability to effectively cross-index data linked between the student entries in the LEARN course website and the uploaded videos stored within BONGO Video Assignment tool. Nonetheless, a consistent engagement of students, and the positive feedback from enrolled students, indicate that a future version of this oral/written discussion course will be delivered, in part, remotely and asynchronously, even without a mandated delivery of the course by a remote and asynchronous method due to the COVID-19 pandemic restrictions in 2020–2021.

scholarly journals Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics

2021 ◽  
Author(s):  
Tatiana Diebold ◽  
Sonja Perren
Keyword(s):  
Social Skills ◽  
Structural Equation ◽  
Individual Characteristics ◽  
Future Research ◽  
Behavioural Support ◽  
Social Abilities ◽  
Children's Social Skills ◽  
Peer Engagement ◽  
Positive Engagement

AbstractThe present study observed 86 three-year-old children (M = 43.7, SD = 6.4) from 15 Swiss childcare groups, to investigate multiple individual and contextual contributions to toddlers’ positive engagement with peers. The children’s individual characteristics (age, sex and social skills) and childcare-related predictors (emotional and behavioural support from caregivers, and structural group features) were assessed. We employed the child-by-environment perspective and tested the hypothesis that high-quality behavioural and emotional support provided by caregivers benefits children with deficits in social abilities. Results of the multilevel structural equation modelling indicated that toddlers rated by caregivers as sociable and assertive showed more positive situation-specific peer engagement, especially with a concomitant higher quality of caregiver emotional and behavioural support. By contrast, being prosocial-cooperative was negatively associated with observed peer engagement. Thus, children’s social skills were found to be the most important factor for peer engagement in childcare settings. Important suggestions for future research are made, and practical implications are discussed.

Practical Strategies for Assessing the Quality of Collaborative Learner Engagement

2009 ◽  
pp. 254-269 ◽  
Author(s):  
John LeBaron ◽  
Carol Bennett
Keyword(s):  
Institutional Pressures ◽  
Self Assessment ◽  
Learner Engagement ◽  
Student Trust ◽  
Peer Engagement ◽  
Material Engagement ◽  
Active Learner

Teachers and designers of computer-networked settings increasingly acknowledge that active learner engagement poses unique challenges, especially for instructors weaned on traditional site-based teaching, and that such engagement is essential to the progressive construction of learner knowledge. “Learner engagement” can mean several things: engagement with material, engagement with instructors, and, perhaps most important, peer engagement. Many teachers of computer-networked courses, who are quite diligent about incorporating activities and procedures to promote human interactivity, are confronted with the challenge of assessing the efficacy of their efforts. How do they discern whether the strategies and tactics woven into their “e-settings” are achieving the desired ends? This chapter outlines issues of self-assessment, including ethical questions. It lays out recommendations for self-assessment in a manner that respects student trust and confidentiality, distinguishing the demands of practical self-assessment from scholarly course research. The institutional pressures from which such assessment emerges are also examined.

Practical Strategies for Assessing the Quality of Collaborative Learner Engagement

2008 ◽  
pp. 300-323 ◽  
Author(s):  
John LeBaron ◽  
Carol Bennett
Keyword(s):  
Institutional Pressures ◽  
Self Assessment ◽  
Learner Engagement ◽  
Student Trust ◽  
Peer Engagement ◽  
Material Engagement ◽  
Active Learner

Teachers and designers of computer-networked settings increasingly acknowledge that active learner engagement poses unique challenges, especially for instructors weaned on traditional site-based teaching, and that such engagement is essential to the progressive construction of learner knowledge. “Learner engagement” can mean several things: engagement with material, engagement with instructors, and, perhaps most important, peer engagement. Many teachers of computer-networked courses, who are quite diligent about incorporating activities and procedures to promote human interactivity, are confronted with the challenge of assessing the efficacy of their efforts. How do they discern whether the strategies and tactics woven into their “e-settings” are achieving the desired ends? This chapter outlines issues of self-assessment, including ethical questions. It lays out recommendations for self-assessment in a manner that respects student trust and confidentiality, distinguishing the demands of practical self-assessment from scholarly course research. The institutional pressures from which such assessment emerges are also examined.

scholarly journals Problematic smartphone use and the quantity and quality of peer engagement among adolescents: A longitudinal study

2021 ◽  
pp. 107025
Author(s):  
Shuang Su ◽  
Helle Larsen ◽  
Janna Cousijn ◽  
Reinout W. Wiers ◽  
Regina J.J.M. Van Den Eijnden
Keyword(s):  
Longitudinal Study ◽  
Problematic Smartphone Use ◽  
Peer Engagement ◽  
Smartphone Use

Promoting Quality of Life for Clients Diagnosed with Dementia

2003 ◽  
Vol 9 (3) ◽  
pp. 96-102 ◽  
Author(s):  
Karen C. Hendry ◽  
Dianna H. Douglas
Keyword(s):  
Quality Of Life ◽  
Disruptive Behaviors ◽  
Self Esteem ◽  
Comprehensive Care ◽  
Nursing Research ◽  
Developmental Needs ◽  
Self Actualization

Much of the nursing research related to clients diagnosed with dementia has focused on management of disruptive behaviors, safety, and basic sustenance with little attention to the higher level developmental needs of love, belonging, self-esteem, self-actualization, and aesthetics. As nurses seek to understand the links between cognitive, functional, and developmental decline and focus interventions on meeting the higher level needs of their clients, they can provide more comprehensive care and promote quality of life for clients diagnosed with dementia.

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