Configural frequency trees

2021 ◽  
pp. 1-19
Author(s):  
Wolfgang Wiedermann ◽  
Keith C. Herman ◽  
Wendy Reinke ◽  
Alexander von Eye
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Developmental Psychopathology ◽  
Probability Model ◽  
School Mental Health ◽  
Recursive Partitioning ◽  
Mental Health Research ◽  
Configural Frequency Analysis ◽  
Management Intervention ◽  
The Individual

Abstract Although variable-oriented analyses are dominant in developmental psychopathology, researchers have championed a person-oriented approach that focuses on the individual as a totality. This view has methodological implications and various person-oriented methods have been developed to test person-oriented hypotheses. Configural frequency analysis (CFA) has been identified as a prime method for a person-oriented analysis of categorical data. CFA searches for configurations in cross-classifications and asks whether the number of observed cases is larger (CFA type) or smaller (CFA antitype) than expected under a probability model. The present study introduces a combination of CFA and model-based recursive partitioning (MOB) to test for type/antitype heterogeneity in the population. MOB CFA is well suited to detect complex moderation processes and can distinguish between subpopulation and population types/antitypes. Model specifications are discussed for first-order CFA and prediction CFA. Results from two simulation studies suggest that MOB CFA is able to detect moderation processes with high accuracy. Two empirical examples are given from school mental health research for illustrative purposes. The first example evaluates heterogeneity in student behavior types/antitypes, the second example focuses on the effect of a teacher classroom management intervention on student behavior. An implementation of the approach is provided in R.

Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

2019 ◽  
Vol 21 (4) ◽  
pp. 213-227 ◽  
Author(s):  
Howard P. Wills ◽  
Paul Caldarella ◽  
Benjamin A. Mason ◽  
Amanda Lappin ◽  
Darlene H. Anderson
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Student Behavior ◽  
Differential Reinforcement ◽  
Future Research ◽  
Individual Student ◽  
Single Subject ◽  
Intervention Teams ◽  
Management Intervention ◽  
Eighth Grade Students

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students’ academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Transitions and Turning Points in Developmental Psychopathology: As applied to the Age Span between Childhood and Mid-adulthood

1996 ◽  
Vol 19 (3) ◽  
pp. 603-626 ◽  
Author(s):  
Michael Rutter
Keyword(s):  
Psychological Functioning ◽  
Developmental Psychopathology ◽  
Stressful Life Events ◽  
Turning Points ◽  
Adult Life ◽  
Individual Characteristics ◽  
Individual Choice ◽  
Major Life ◽  
Wide Range ◽  
The Individual

In recent years, several studies have produced data showing apparent changes in early adult life of psychological life trajectories, changes that have been labelled "turning points". The concept, and the phenomena that gave rise to it, are critically reviewed in relation to developmental psychopathology. It is concluded that a wide range of experiences have been associated with such changes; that the experiences associated with them span those over which the individual has no control and those subject to individual choice and actions; that the key features associated with change usually involve particular qualities of experiences as they impinge on subsegments of the population (rather than universal life phase transitions); that the experiences are not synonymous with stressful life events; and that changes in life trajectory may reflect genetic programming or internal biological alterations rather than external happenings. Also, major life experiences may accentuate, rather than alter, individual characteristics. It is concluded that turning point effects represent a heterogeneous range of lasting changes in psychological functioning. They are important because their investigation may shed important light on developmental processes. They do not represent a simple mechanism and hence there is no hypothesis about a particular process to test, but their study is nevertheless crucial for an understanding of developmental continuities and discontinuities. Some of the key methodological issues in their investigation are reviewed.

Systems theory and cascades in developmental psychopathology

2010 ◽  
Vol 22 (3) ◽  
pp. 497-506 ◽  
Author(s):  
Martha J. Cox ◽  
Roger Mills-Koonce ◽  
Cathi Propper ◽  
Jean-Louis Gariépy
Keyword(s):  
Psychosocial Adjustment ◽  
Developmental Psychopathology ◽  
Systems Approach ◽  
Developmental Process ◽  
Developmental Sequence ◽  
Functional Relationships ◽  
Antecedent Conditions ◽  
Social Ecological ◽  
General Adaptation ◽  
The Individual

AbstractIn the wake of prominent theoreticians in developmental science, whose contributions we review in this article, many developmental psychologists came to endorse a systems approach to understanding how the individual, as it develops, establishes functional relationships to social ecological contexts that from birth to school entry rapidly increase in complexity. The concept of developmental cascade has been introduced in this context to describe lawful processes by which antecedent conditions may be related with varying probabilities to specified outcomes. These are understood as processes by which function at one level or in one domain of behavior affect the organization of competency in later developing domains of general adaptation. Here we propose a developmental sequence by which the developing child acquires regulative capacities that are key to adjustment to a society that demands considerable control of emotional and cognitive functions early in life. We report empirical evidence showing that the acquisition of regulative capacities may be understood as a cascade of shifts in control parameters induced by the progressive integration of biological, transactional, and socioaffective systems over development. We conclude by suggesting how the developmental process may be accessed for effective intervention in populations deemed “at risk” for later problems of psychosocial adjustment.

scholarly journals Ethical Leadership Role and Behaviors of Teachers in the Context of Effective Classroom Management

2021 ◽  
Vol 73 ◽  
pp. 34-56
Author(s):  
Camelia IGNATESCU ◽  
Lutfi UREDI ◽  
Pelin KOSECE
Keyword(s):  
Classroom Management ◽  
Teacher Leadership ◽  
Ethical Leadership ◽  
Role Model ◽  
Present Model ◽  
Leadership Role ◽  
Leadership Roles ◽  
Elementary And Secondary Education ◽  
Personal Attitudes ◽  
The Individual

This research is a qualitative study carried out for determining the views of teachers carrying on their duties in elementary and secondary education institutions towards the effect of ethical leadership behaviours upon classroom management. The data related to the research was collected through the interviews with the teachers who participated into the research in a period from October 2019 to October 2020 in Turkey. It was noticed that definitions of the teachers who participated into the research related to teacher leadership were shaped in accordance with their personal attitudes and traits. The participants mostly defined teacher leadership as being a role model and orienting the students. Namely, the participants considered that teacher leadership in classroom should be there for being a guide for the students and orienting them, and teachers should present model behaviours. The teachers who participated into the research also considered that teacher leadership in the classroom should be ethical. The participants especially emphasized that this leadership should have an ethical property related to mutual role balance, leadership shared with the students in the classroom, democratic attitude and respect to individuals. When teachers’ ways of using their leadership roles in the classroom were analyzed, it was noticed that the teachers mostly presented behaviours for orientation, and focused mostly on student-cantered educational activities. The ethical behaviours participant teachers used mostly in classroom management were concluded to be behaving equally to the students, determining and practicing the classroom rules together, and regarding the individual differences.

scholarly journals Mood State and Behavior Predictions in Social Media through Unstructured Data Analysis

2019 ◽  
pp. 1-9
Author(s):  
Gurpreet Singh Bawa ◽  
Suresh Kumar Sharma ◽  
Kanchan K. Jain
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Personality Trait ◽  
Mood State ◽  
Dirichlet Distribution ◽  
Probability Model ◽  
Unstructured Data ◽  
Latent Features ◽  
The Individual ◽  
And Behavior

For mood State and Behavior Predictions in Social Media through Unstructured Data Analysis, a new model, Behavior Dirichlet Probability Model (BDPM), which can capture the Behavior and Mood of user on Social media is proposed using Dirichlet distribution. There is a colossal amount of data being generated regularly on social media in the form of text from various channels by individuals in the form of posts, tweets, status, comments, blogs, reviews etc. Most of it belongs to some conversation where real-world individuals discuss, analyze, comment, exchange information. Deriving personality traits from textual data can be useful in observing the underlying attributes of the author’s personality which might explain a lot about their behavior, traits etc. These insights of the individual can be utilized to obtain a clear picture of their personality and accordingly a variety of services, utilities would follow automatically. Using Dirichlet probability distribution, the aim is to estimate the probability of each personality trait (or mood state) for an author and then model the latent features in the text which are not captured by the BDPM. As a result, the study can be helpful in prediction of mood state/personality trait as well as capturing the significance of the latent features apart from the ones present in the taxonomies, which will help in making an improved mood state or personality prediction.

scholarly journals Persistent Classroom Management Training Needs of Experienced Teachers

2015 ◽  
Vol 15 (5) ◽  
pp. 36-48 ◽  
Author(s):  
Laura M. Stough ◽  
Marcia L. Montague ◽  
Leena Jo Landmark ◽  
Kendra Williams-Diehm
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Management Strategies ◽  
Management Training ◽  
Training Needs ◽  
Preservice Training ◽  
Significant Difference ◽  
Classroom Management Training

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

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