Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School

In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour ( M = 35.81 to 102.62) and rates of praise per hour ( M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low ( M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior ( b = −.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

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

Beyond Behavior ◽

10.1177/1074295620909448 ◽

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.

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Functional Thinking for Managing Challenging Behavior

Intervention in School and Clinic ◽

10.1177/1053451217712972 ◽

2017 ◽

Vol 53 (4) ◽

pp. 245-251 ◽

Cited By ~ 4

Author(s):

R. Allan Allday

Keyword(s):

Challenging Behavior ◽

Student Behavior ◽

Challenging Behaviors ◽

Classroom Teachers ◽

Specific Behavior ◽

Functional Thinking ◽

Intervention Selection ◽

Function Based Intervention ◽

Challenging Student Behavior ◽

Behavior Function

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior.

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Managing Behavior or Promoting Engagement?

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.514 ◽

2019 ◽

Author(s):

Jeff Thomas

Keyword(s):

Behavior Management ◽

Student Behavior ◽

Teaching And Learning ◽

Classroom Behavior ◽

Well Being ◽

Student Behaviors ◽

Student Centered ◽

Classroom Behavior Management ◽

Wrong Direction ◽

Increasing Trend

Classroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.

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LD Consultant Information in Mainstreaming: Help Or Hindrance?

Learning Disability Quarterly ◽

10.2307/1510266 ◽

1984 ◽

Vol 7 (1) ◽

pp. 102-107 ◽

Cited By ~ 8

Author(s):

Stephen P. Safran ◽

Robert S. Barcikowski

Keyword(s):

Reading Achievement ◽

Learning Style ◽

Behavior Management ◽

Classroom Behavior ◽

Teacher Expectations ◽

Management Strategies ◽

And Behavior ◽

The Impact ◽

Instruction Effects

The purpose of this study was to assess the impact of information commonly disseminated by consultants on teacher expectations for mainstreamed LD students. After receiving varying combinations of positive and negative communications in the areas of reading achievement, classroom behavior and learning style, subjects completed the Regular Educator Expectancy Scale-Revised — an instrument developed to measure four areas of mainstreaming (Instruction, Effects on Others, Effects on the Child, and Behavior Management Strategies). Results indicated that teachers were differentially influenced according to the type of information received. Implications for the LD consultant are discussed.

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A Commentary on the misalignment of teacher education and the need for classroom behavior management skills

10.31219/osf.io/js38y ◽

2020 ◽

Author(s):

Nathan A. Stevenson ◽

Janet VanLone ◽

Brian R. Barber

Keyword(s):

Teacher Training ◽

Behavior Management ◽

Student Behavior ◽

Classroom Behavior ◽

Teacher Preparation Programs ◽

Management Skills ◽

Behavior Support ◽

Preparation Programs ◽

Teacher Training Programs ◽

And Behavior

Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report higher levels of stress and are more likely to leave the profession (Ingersoll et al., 2018; Zabel & Zabel, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements for and by teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an over reliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

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Classroom Management Strategies: Are They Setting Events for Coercion?

Behavioral Disorders ◽

10.1177/019874299301800207 ◽

1993 ◽

Vol 18 (2) ◽

pp. 92-102 ◽

Cited By ~ 109

Author(s):

Richard E. Shores ◽

Philip L. Gunter ◽

Susan L. Jack

Keyword(s):

Classroom Management ◽

Behavior Management ◽

Classroom Behavior ◽

Management Strategies ◽

Appropriate Behavior ◽

Reciprocal Interactions ◽

Classroom Management Strategies ◽

Setting Events ◽

External Reinforcement ◽

Teachers And Students

The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.

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Development and Initial Evaluation of the Measure of Active Supervision and Interaction

Assessment for Effective Intervention ◽

10.1177/1534508417737516 ◽

2017 ◽

Vol 43 (4) ◽

pp. 212-226 ◽

Cited By ~ 3

Author(s):

Melissa A. Collier-Meek ◽

Austin H. Johnson ◽

Anne F. Farrell

Keyword(s):

Behavior Management ◽

Management Practices ◽

Management Strategies ◽

Reliability And Validity ◽

Behavior Interventions ◽

Out Of School Time ◽

Positive Behavior Interventions ◽

School Time ◽

Tier 1 ◽

Staff Behavior

Implementation of research-based, Tier 1 behavior management strategies can be monitored to provide data-driven feedback and in support of integrity. The Measure of Active Supervision and Interaction (MASI) was developed to measure four behavior management practices (i.e., Praise, Correction, References to Behavior Expectations, Active Supervision) using systematic direct observation. This study was designed to address research questions related to reliability and validity by applying the MASI to evaluate staff behavior in seven out-of-school time programs. Findings indicate that two raters can complete the MASI with high agreement. Ratings are attributable largely to desirable sources of variance, and content validators positively rate the measure. Results are nonsignificantly correlated with established implementation measures for Positive Behavior Interventions and Supports.

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Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461(2005/013) ◽

2005 ◽

Vol 36 (2) ◽

pp. 139-151 ◽

Cited By ~ 18

Author(s):

Nicole R. Nungesser ◽

Ruth V. Watkins

Keyword(s):

Social Competence ◽

Challenging Behavior ◽

Classroom Behavior ◽

Challenging Behaviors ◽

Communication Disorders ◽

Classroom Behaviors ◽

Speech Language Pathologists ◽

Teachers Perceptions ◽

Language Disabilities ◽

Language Communication

Awareness of issues of social competence and challenging behavior related to childhood language and communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers’ perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist’s instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.

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