Students in Rural Settings with High-Risk Classroom Behavior Problems and Teacher-Subscribed Intervention Strategies

1996 ◽  
Vol 15 (1) ◽  
pp. 29-34
Author(s):  
Cleborne D. Maddux ◽  
Marlowe Smaby ◽  
Jane Hovland
Keyword(s):  
Behavior Problems ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Rural Students ◽  
Rural School Districts ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Rural Settings ◽  
The Mean ◽  
Standard Deviations

Research on the behavior problems of rural students is limited even though the numbers of such students are increasing rapidly. The Devereux Elementary School Behavior Rating Scale II (DESB-II) was administered by teachers to 1801 randomly selected students in their classrooms in grades K-6. These students were enrolled in 17 rural school districts in a large mid-western state. Mean scores and percent of cases with scores two standard deviations or more from the mean were calculated by gender for each grade. Those categories with more than five percent of subjects scoring two standard deviations or more from the mean were identified as representing a particular problem. The researchers identified those teachers who reported the lowest mean incident rates of these behaviors in their classrooms. These teachers were then asked to recommend classroom interventions that were effective for them in dealing with each problem

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

Dimensions of Classroom Behavior for Kindergarten Children

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1163-1174 ◽  
Author(s):  
Jane D. Wallbrown ◽  
Ann W. Engin ◽  
Fred H. Wallbrown ◽  
John Blaha
Keyword(s):  
Classroom Behavior ◽  
Rating Scale ◽  
Two Dimensions ◽  
Principal Factor ◽  
Kindergarten Children ◽  
Behavior Rating ◽  
School Behavior ◽  
Factor Solution ◽  
Behavioral Ratings ◽  
Behavior Rating Scale

The construct validity of the Devereux Elementary School Behavior Rating Scale (Spivack & Swift, 1967) was investigated for a sample of 408 children enrolled in the 15 kindergarten classes of a suburban school system. The 9 teachers completed behavioral ratings for the children in their classes during 1 wk. in May, 1974. A principal-factor solution was obtained on intercorrelations among the 47 behaviors included in the Devereux scale and the factors thus obtained were rotated to Varimax criterion. The results were generally positive in that 9 of the 11 behavioral dimensions described by Spivack and Swift (1967) were evident in the factor structure. Yet, there were enough differences to suggest the possibility of modifying the Devereux score categories somewhat for use with suburban kindergarten children. For example, the three individual items did not remain distinct and two dimensions did not emerge as factors. Also, the items loading the 9 factors were not always exactly the same as those which the authors specified for the corresponding behavioral dimensions.

scholarly journals How Long does it Take to Examine Young Children with the Caries ICDAS System and how do they Respond?

2018 ◽  
Vol 29 (4) ◽  
pp. 374-380 ◽  
Author(s):  
Stefania Martignon ◽  
Andrea Cortes ◽  
Soledad Isabel Gómez ◽  
Gina Alejandra Castiblanco ◽  
Ximena Baquero ◽  
...  
Keyword(s):  
Young Children ◽  
Clinical Examination ◽  
Rating Scale ◽  
Caries Experience ◽  
Caries Risk ◽  
Self Perception ◽  
Behavior Rating Scale ◽  
Examination Time ◽  
High Caries Risk ◽  
The Mean

Abstract A caries-epidemiological study using the ICDASepi-merged system was conducted in Colombian young children. This study aimed at associating the time needed for the clinical examination of caries and caries risk in 1 to 5-year-old children according to age and caries risk, and to assess behavior and child pain self-perception during examination according to age. After IRB approval and given parents/caregivers’ informed consent, seven trained examiners assessed 1 to 5-year olds in kindergartens under local field conditions. ICDASepi-merged caries experience (depiMEmf) was assessed as follows: Initial-depi (ICDAS 1/2 without air-drying); Moderate-dM (ICDAS 3,4); Extensive-dE (ICDAS 5,6) lesions; due-to-caries fillings-f and missing-m surfaces/teeth. Caries risk was assessed with Cariogram®. Child’s behavior (Frankl-Behavior-Rating-Scale) and self-perceived pain (Visual-Analogue-Scale-of-Faces) during examination were evaluated. Clinical examination time was recorded with a stopwatch. A total of 592 children participated (1-yr.: n=31; 2-yrs.: n=96; 3-yrs.: n=155; 4-yrs.: n=209, 5-yrs.: n=101). The depiMEmfs prevalence was of 79.9% and the mean 8.4±10.4. Most were high-caries-risk children (68.9%). The majority (58.9%) showed ≥ positive-behavior and ≤ light-pain self-perception (88.4%). Mean clinical examination time was around 3.5 minutes (216.9±133.9 seconds). For 5-yr. olds it corresponded to 4 minutes (240.4±145.0 seconds) vs. 2 minutes (122.8±80.1 seconds) for 1-yr. olds (Kruskal-Wallis; p=0.00). For high- and low-caries risk children it was around 4.3 minutes (255.7±118.5 seconds) and 3.3 minutes (201.3±129.4 seconds), respectively (ANOVA; p=0.01). This study demonstrates using the ICDAS system in young children is feasible, taking less than 4 minutes for the clinical examination without children behavior/pain self-perception issues.

Teachers' Ratings of Aggression and Students' Own Perceived Status

1983 ◽  
Vol 53 (1) ◽  
pp. 275-278
Author(s):  
Marcia D. Horne ◽  
James E. Powers
Keyword(s):  
Aggressive Behavior ◽  
Significant Interaction ◽  
Rating Scale ◽  
The Self ◽  
Behavior Rating ◽  
School Behavior ◽  
Behavior Rating Scale

The purpose of this study was to investigate the self-perceived status of students ( N = 48) rated by their teachers as high and low in aggressive behavior on an 8-item modified version of the Devereaux School Behavior Rating Scale. In Grades 2, 3, and 4, 4 boys and 4 girls rated low in aggression and 4 boys and 4 girls rated high in aggression by their teachers were randomly selected. A significant interaction of grade by aggression indicated differences in perceived status depending on grade and teachers' ratings of aggression. Students in Grades 2 and 3 who were rated high in aggression perceived themselves as more popular, but those in Grades 4 and 5 so rated perceived themselves as less popular.

An Intervention to Promote Adherence to Glasses Wearing Among Urban Public Elementary School Students: Associations With Classroom Behavior

2020 ◽  
pp. 105984052096364
Author(s):  
Tania M. Haag ◽  
Gabriela Calderon Velazquez ◽  
Tresa Wiggins ◽  
Paul Spin ◽  
Sara B. Johnson ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Engagement ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Rating Scale ◽  
School Students ◽  
Public Elementary School ◽  
Behavior Rating Scale ◽  
Before And After ◽  
Direct Behavior Rating

Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1–4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (−4.28%, 95% CI [−6.51, −2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results.

A Factorial, Reliability, and Validity Study of the Devereux Elementary School Behavior Rating Scale

1989 ◽  
Vol 64 (2) ◽  
pp. 535-547 ◽  
Author(s):  
David Finkelman ◽  
Michael J. Ferrarese ◽  
Norman Garmezy
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Rating Scale ◽  
Reliability And Validity ◽  
School Behavior ◽  
Peer Ratings ◽  
Behavior Rating Scale ◽  
Structure Reliability ◽  
Poor Comprehension ◽  
And Performance

This investigation explored the factor structure, reliability, and validity of the Devereux Elementary School Behavior Raring Scale, employing a large ( n = 648) sample of children. Factor analysis suggested that the Devereux scale can be described by four factors, which were named Disruptive—Oppositional, Poor Comprehension—Disattention, Cooperative—Initiating, and Performance Anxiety. All four factors showed high internal consistency, and three of the four were stable over a 17-mo. period. Correlations of the four factors with academic achievement, IQ, socioeconomic status, and peer ratings of social competence are presented. All four factors showed significant relations with these variables, with Poor Comprehension—Disattention the strongest of all. Multiple regression analysis indicated that the Poor Comprehension—Disattention factor accounted for significant variance in academic achievement even after IQ was taken into account. Large differences between classroom means on the factor scores suggested that Devereux ratings for individual students may need to be interpreted cautiously.

A play-based programme (Pillars of Society) to foster social skills of high-ability and average ability Primary-one students in Hong Kong

2015 ◽  
Vol 33 (3) ◽  
pp. 210-231
Author(s):  
Sylvia Liu ◽  
Mantak Yuen ◽  
Nirmala Rao
Keyword(s):  
Hong Kong ◽  
Social Skills ◽  
Social Competence ◽  
Rating Scale ◽  
School Intervention ◽  
High Ability ◽  
School Behavior ◽  
Average Ability ◽  
Behavior Rating Scale ◽  
School Learning

This paper describes a social skills programme implemented to enhance the social competence of Primary-one students in order to ensure a smooth adjustment after transition from kindergarten to a formal school learning environment. The participants were 122 students (64 boys and 58 girls; mean age 6.17 years, SD = 0.29 years) newly enrolled in a Hong Kong primary school. The intervention involved 60 minutes of contact per week for 8 weeks, and focused on playing interactive group games led by trained parent volunteers. Raven’s (1980) Standard Progressive Matrices were used to identify high-ability and average-ability students. In order to assess the programme’s impact on social competence, parents and teachers completed the Early School Behavior Rating Scale. Results indicated that students in the programme made significantly greater progress than a comparison group of Primary-one students who did not go through the intervention. High-ability students showed significant improvements in social competence, sustained over time in both home and school settings. Students of average ability exhibited positive improvements in social competence in school, but this did not always transfer to home. Boys improved their social competence and narrowed the gender difference with girls. Implications for school intervention are discussed.

Sign in / Sign up

Export Citation Format

Share Document