Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables.

2007 ◽  
Vol 22 (3) ◽  
pp. 449-472 ◽  
Author(s):  
Elisa Steele Shernoff ◽  
Thomas R. Kratochwill
Keyword(s):  
Behavior Problems ◽  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Program ◽  
Evidence Based ◽  
Contextual Variables ◽  
Disruptive Behavior Problems ◽  
Implementation Outcomes

Is attachment theory ready to contribute to our understanding of disruptive behavior problems?

1993 ◽  
Vol 5 (1-2) ◽  
pp. 215-224 ◽  
Author(s):  
Everett Waters ◽  
German Posada ◽  
Judith Crowell ◽  
Keng-Ling Lay
Keyword(s):  
Behavior Problems ◽  
Social Development ◽  
Attachment Theory ◽  
Recent Work ◽  
Disruptive Behavior ◽  
Disruptive Behavior Problems ◽  
Data Point ◽  
Established Firm ◽  
Prevention And Therapy

AbstractAttachment theory and research have traditionally been subspecialties in infant social development. Recent work has extended the relevance of attachment theory and assessments well into childhood and has established firm ties to work with adults. Many of the same variables associated with the development of disruptive behavior problems also influence the development of attachment. In addition, recent data point to consistent relations between attachment status and disruptive behavior problems. This paper reviews attachment theory, summarizes mechanisms through which attachment might be related to disruptive behavior problems, and discusses the relevance of attachment theory to prevention and therapy. We emphasize the diversity of possible relations between attachment and disruptive behavior problems and the fact that incorporating attachment theory into research on disruptive behavior problems does not mean interpreting every disruptive behavior as attachment related or every attachment-related disruption as serving the same function.

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Practices ◽  
Implementation Fidelity ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Design ◽  
Implementation Planning

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

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