Classroom Management Affects Literacy Development of Students With Emotional and Behavioral Disorders

2016 ◽  
Vol 83 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Justin D. Garwood ◽  
Lynne Vernon-Feagans ◽  
Keyword(s):  
Behavior Problems ◽  
Classroom Management ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Management Strategies ◽  
Third Grade ◽  
Future Research ◽  
Classroom Management Strategies ◽  
Third Grade Reading

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their academic performance. The current study examined the quality of classroom management from kindergarten through third grade experienced by children who were rated as exhibiting symptoms of emotional and behavioral disorders (EBD) in the classroom to understand the cumulative effects in relationship to third-grade reading performance. Results indicated that higher-quality classroom management in the first 4 years of school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected by the quality of teachers’ classroom management during this same time. Practitioner implications and future research needs are discussed.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 119-128
Author(s):  
Jessica N. Simpson ◽  
Stephanie Hopkins ◽  
Christopher D. Eakle ◽  
Chad A. Rose
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Behavior Management ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Behavior Specific Praise

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

Research Issues and Needs regarding Teacher use of Classroom Management Strategies

1996 ◽  
Vol 22 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Philip L. Gunter ◽  
R. Kenton Denny
Keyword(s):  
Classroom Management ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Management Strategies ◽  
Experimental Studies ◽  
Intervention Fidelity ◽  
Research Issues ◽  
Classroom Management Strategies ◽  
Teacher Use ◽  
Students With Ebd

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 001440292199982
Author(s):  
Hannah Morris Mathews ◽  
Jennifer L. Lillis ◽  
Elizabeth Bettini ◽  
David J. Peyton ◽  
Daisy Pua ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Behavioral Disorders ◽  
Working Conditions ◽  
Special Educators ◽  
Emotional And Behavioral Disorders ◽  
Collegial Support ◽  
Instruction Time ◽  
Role Conceptions ◽  
Students With Ebd

Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators’ reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators’ instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

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