Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting

2019 ◽  
Vol 44 (5) ◽  
pp. 627-645 ◽  
Author(s):  
Barathi Chinnappan ◽  
John T. Rapp ◽  
Barry R. Burkhart
Keyword(s):  
Residential Treatment ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Classroom Behavior ◽  
Baseline Design ◽  
Detention Facility ◽  
Appropriate Behavior ◽  
Residential Treatment Facility ◽  
Interdependent Group Contingencies ◽  
Academic Settings

Over the past 30 years, researchers have shown that various types of group contingency procedures can decrease problem behavior displayed by young children in academic settings. Recently, researchers have demonstrated that presession rules, within-session feedback, and interdependent group contingencies (i.e., contingently delivered tangible and edible items) increased appropriate behavior displayed by detained adolescents in a residential treatment facility. Nevertheless, it is possible that rules with feedback about rule violations could produce comparable outcomes. To address this question, we used a nonconcurrent multiple baseline design across classrooms to evaluate the extent to which rules, visual feedback (i.e., marks on a board denoting rule violations), and postsession feedback decreased problem behaviors in three classrooms within a residential detention facility. Results indicate that problem behavior decreased to less than 10% of observation intervals in each classroom. Results from a social validity measure indicate that the procedures and outcomes were acceptable to the respective classroom teachers.

Effects of Obtrusive Observation and Rules on Classroom Behavior of Adolescents in a Juvenile Residential Treatment Setting

2020 ◽  
pp. 014544552091567
Author(s):  
Sally A. Hamrick ◽  
Sarah M. Richling ◽  
Kristen M. Brogan ◽  
John T. Rapp ◽  
William T. Davis
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Classroom Behavior ◽  
Classroom Teacher ◽  
Behavior Changes ◽  
Group Contingencies ◽  
Appropriate Behavior ◽  
Interdependent Group Contingencies ◽  
Additional Group ◽  
Aforementioned Study

Several studies have used interdependent group contingencies to decrease disruptive behavior and increase appropriate behavior for groups of adolescents. In addition, one study demonstrated that rules plus feedback about rule violations, without additional group contingencies, decreased problem behavior and increased appropriate behavior for adolescents in three classrooms within a residential juvenile facility. Given the rapid behavior change observed in the aforementioned study, it is possible behavior changes were produced by reactivity to obtrusive observation from program implementers. To address this question, we used two A-B designs in conjunction with the conservative dual-criterion (CDC) method to evaluate the extent to which obtrusive observation alone and rules, without systematic consequences, decreased problem behaviors in two classrooms within a residential juvenile facility. Results from visual and CDC analyses indicate that (a) obtrusive observation did not affect problem behavior in either classroom and (b) rules decreased problem behavior in both classrooms and increased appropriate behavior in one classroom. In addition, a measure of social validity indicated that the procedures and outcomes were acceptable to the classroom teacher.

Correlates of Classroom Behavior Problems among Learning Disabled and Nondisabled Children in Mainstream Classes

1987 ◽  
Vol 10 (4) ◽  
pp. 317-324 ◽  
Author(s):  
William N. Bender
Keyword(s):  
Behavior Problems ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Classroom Behavior ◽  
Learning Disabled ◽  
Personality Variable ◽  
Variable Model ◽  
Total Problem ◽  
Group A ◽  
Regression Design

A multiple-regression design was used to identify predictors of behavior problems among learning disabled (LD) and non-learning disabled (non-LD) children. The correlates of classroom behavior for groups of 40 LD and 40 non-LD students were identified from among various personality indicators including self-concept, temperament, and locus of control. Only 10 of 66 correlations for the LD group were significant; 30 correlations were significant for the non-LD group. One personality variable —reactivity—predicted total problem behavior for the LD group, yielding an R-square of .19. For the non-LD group, a two-variable model, including reactivity and social flexibility, predicted variance in total problem behavior, yielding an R-square of .60. Implications of the results are discussed stressing the need for additional research on correlates of problem behaviors in mainstream classes.

scholarly journals Teaching a Preschooler with ASD to Cooperate in Relinquish Reinforcers and Transition to Learning Activities During Skill-Based Treatment (SBT)

2021 ◽  
Vol 71 (2) ◽  
pp. 15-22
Author(s):  
L.L. Beznosikova ◽  
L.A. Ostrovskaya
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Individual Case ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Multiple Baseline ◽  
Severe Problem ◽  
Baseline Design ◽  
Severe Problem Behavior ◽  
Learning Area

A child, 5 years and 3 months old with autism spectrum disorder (ASD) and severe problem behavior was taught to stop playing and move to the learning activities. The study demonstrates the result of 2 phases of skill-based treatment (SBT) developed by Dr. Gregory Hanley: a) relinquish reinforcement phase (CAB 1) and b) transition phase (CAB 2). This is an individual case analysis, the study was conducted in a multiple baseline design across behaviors, lasted 8 weeks, and included the measurements of problem behaviors and learned skills during each training trial. As a result of 15-hour training, the child was taught the skill of stopping the play and transition to the learning area. Learners’ responses as willingness to listen to a teacher and ready to learn have emerged. At the same time, dangerous problem behavior was reduced to zero during the transition from a preferred activity to a learning area while being instructed. Transition responses were spontaneously generalized with people who were not present in the classroom (parents, tutors) and transferred to the new conditions (home and pre-school).

scholarly journals Evaluation of the interactionist model of socioeconomic status and problem behavior: A developmental cascade across generations

2010 ◽  
Vol 22 (3) ◽  
pp. 695-713 ◽  
Author(s):  
Monica J. Martin ◽  
Rand D. Conger ◽  
Thomas J. Schofield ◽  
Shannon J. Dogan ◽  
Keith F. Widaman ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Problem Behavior ◽  
Human Development ◽  
Problem Behaviors ◽  
Family Stress ◽  
Individual Characteristics ◽  
Social Selection ◽  
Social Causation ◽  
Adolescent Problem Behavior ◽  
The Social

AbstractThe current multigenerational study evaluates the utility of the interactionist model of socioeconomic influence on human development (IMSI) in explaining problem behaviors across generations. The IMSI proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). As part of the developmental cascade proposed by the IMSI, the findings from this investigation showed that Generation 1 (G1) adolescent problem behavior predicted later G1 SES, family stress, and parental emotional investments, as well as the next generation of children's problem behavior. These results are consistent with a social selection view. Consistent with the social causation perspective, we found a significant relation between G1 SES and family stress, and in turn, family stress predicted Generation 2 (G2) problem behavior. Finally, G1 adult SES predicted both material and emotional investments in the G2 child. In turn, emotional investments predicted G2 problem behavior, as did material investments. Some of the predicted pathways varied by G1 parent gender. The results are consistent with the view that processes of both social selection and social causation account for the association between SES and human development.

Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

1989 ◽  
Vol 14 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Linda A. Clark ◽  
Hugh S. Mckenzie
Keyword(s):  
Emotionally Disturbed ◽  
Multiple Baseline ◽  
Institutional Setting ◽  
Work Behaviors ◽  
Teacher Praise ◽  
Baseline Design ◽  
Appropriate Behavior ◽  
Self Evaluation ◽  
Evaluation Training ◽  
Seriously Emotionally Disturbed Children

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.

A Reexamination of Child Problem Behaviors as Measured by ECBI: Factor Structure and Measurement Invariance Across Two Parent Training Interventions

Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1270-1281 ◽  
Author(s):  
Silje S. Hukkelberg
Keyword(s):  
Parent Training ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Management Training ◽  
Total Sample ◽  
Parent Report ◽  
Parent Management Training ◽  
Post Intervention ◽  
Oppositional Defiant

The Eyberg Child Behavior Inventory (ECBI) is a widely used instrument that assesses disruptive problem behaviors via parent report. The present study compares three different conceptualizations of problem behaviors using traditional confirmatory factor analysis (CFA), a bifactor–CFA, and a bifactor exploratory structural equation model, whereof the latter two represent novel conceptualizations of disruptive problem behaviors. Data were derived from 353 Norwegian parents assigned to parent management training—the Oregon model (PMTO; N = 137) or brief parent training (BPT; N = 216), who rated their child’s problem behavior (age 3-12 years). The factor models were estimated within the PMTO and BPT samples, and in the total sample. Results showed that the bifactor–CFA, with a general problem behavior factor and three specific factors representing oppositional defiant, conduct problem, and inattentive behavior provided the best model fit. Furthermore, factorial invariance across control/intervention groups and across time (pre/post intervention) was estimated within the PMTO and BPT samples. Results revealed properties of metric and intercept invariance across intervention/control groups and over time, within both interventions. Implications of the results are discussed.

scholarly journals PARENTING STYLES AND THEIR IMPACTS ON CHILD PROBLEM BEHAVIORS

2020 ◽  
Vol 19 (3) ◽  
pp. 269-285
Author(s):  
Agnes Maria Sumargi ◽  
Eli Prasetyo ◽  
Benedicta Winona Ardelia
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Parenting Styles ◽  
Behavioral Problems ◽  
Family Adjustment ◽  
Authoritarian Parenting ◽  
Child Problem Behavior ◽  
Child Emotional Problems ◽  
Child Problem Behaviors ◽  
The Impact

Managing child problem behaviors as early as possible is crucial. Several studies have shown the impact of parenting on child problem behavior; however, the studies did not investigate the influence of paternal and maternal parenting on child behavior separately. This study aimed to test the effect of mothers’ and fathers’ authoritative and authoritarian parenting on child problem behavior. Furthermore, this study examined the influence of family adjustment on parenting styles. Participants were 105 pairs of parents (fathers and mothers). They completed a set of questionnaires assessing their parenting styles, child problem behavior, and family adjustment. Multiple regression analyses resulted in a significant effect of mothers’ authoritative parenting on child emotional problems, as well as significant effects of fathers’ authoritative and authoritarian parenting on child behavioral problems. Another key finding was that parental teamwork predicted the effectiveness of parenting.

Profiles of Problem Behavior in Children With Varying Language Ability

2017 ◽  
Vol 27 (2) ◽  
pp. 110-118 ◽  
Author(s):  
Jason C. Chow ◽  
Joseph H. Wehby
Keyword(s):  
School Districts ◽  
Problem Behavior ◽  
Direct Observation ◽  
Oral Language ◽  
Classroom Behavior ◽  
Language Ability ◽  
Future Research ◽  
Classroom Behaviors ◽  
Language Behavior ◽  
Behavior Profile

The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades ( N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.

scholarly journals Validity Evidences for the Portuguese Version of the Problem Behavior Scale: Preschool and Kindergarten Behavior Scales-2

2016 ◽  
Vol 26 (65) ◽  
pp. 273-281
Author(s):  
Sofia Major ◽  
Maria João Seabra-Santos
Keyword(s):  
Factor Analysis ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Early Identification ◽  
Total Sample ◽  
Model Fit ◽  
Portuguese Version ◽  
Confirmatory Factor ◽  
High Internal Consistency ◽  
Behavior Scale

ABSTRACT The early identification of problem behaviors is essential in preschool. This paper presents evidence of validity (confirmatory factor analysis) for the Problem Behavior scale of the Portuguese version of the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2). Analyses were performed for the scale's 46 items, which were grouped into 16 item-parcels. Once it was verified that the model fit the total sample (N = 2000; CFI = .98; RMSEA = .06), analyses were replicated for the samples collected at home and at school (n = 1000 per setting). Results indicate a factor structure equivalent to the original version, with five supplemental subscales, distributed into two subscales (Externalizing and Internalizing), stable for the two subsamples, with high internal consistency levels (α = .78-.97). The discussion highlights the utility/validity of the Portuguese version of the Problem Behavior scale among preschoolers.

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