LD Consultant Information in Mainstreaming: Help Or Hindrance?

1984 ◽  
Vol 7 (1) ◽  
pp. 102-107 ◽  
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.

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

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.

Classroom Management Strategies: Are They Setting Events for Coercion?

1993 ◽  
Vol 18 (2) ◽  
pp. 92-102 ◽  
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.

Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities

2002 ◽  
Vol 69 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Elizabeth R. Drame
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Practices ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Context Effects ◽  
School Factors ◽  
Teachers Perceptions ◽  
Special Education Referral ◽  
The Impact

The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly influenced teachers' behavioral perceptions and referral tendencies. These results can inform teacher-training programs to ensure that general educators increase their ability to accurately detect learning difficulties and their awareness of the importance of their perceptions, instructional practices, and school factors on special education referral.

Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

2016 ◽  
Vol 38 (4) ◽  
pp. 222-232 ◽  
Author(s):  
Tara C. Moore ◽  
Joseph H. Wehby ◽  
Regina M. Oliver ◽  
Jason C. Chow ◽  
Jason R. Gordon ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Behavioral Intervention ◽  
Behavior Management ◽  
Management Strategies ◽  
Intervention Strategies ◽  
Inservice Training ◽  
Future Research ◽  
Significant Difference ◽  
And Behavior ◽  
Training And Support

Teachers’ reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed Survey of Classroom and Behavior Management. On average, teachers reported to be somewhat knowledgeable and to implement somewhat all of the 10 sets of research-based strategies included in the survey. Teachers appeared to be most knowledgeable and more frequently implement prevention practices but less knowledgeable and less frequently implement individualized behavioral intervention strategies. Teachers’ reported knowledge was correlated with their reported use of strategies. There was a significant difference in reported knowledge across the two districts. Implications are provided for areas of future research and for using the survey to identify targets for improved pre-service and inservice training and support.

scholarly journals Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

2021 ◽  
Author(s):  
Renee Speight ◽  
Suzanne Kucharczyk ◽  
Peggy Whitby
Keyword(s):  
High School ◽  
High School Students ◽  
High School Student ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Implementation Fidelity ◽  
Teacher Behavior ◽  
Single Subject ◽  
The Impact

AbstractChallenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

The Keys to Managing Instruction and Behavior: Considering High Probability Practices

2017 ◽  
Vol 40 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
Teacher Preparation ◽  
Student Success ◽  
Challenging Behavior ◽  
Behavior Management ◽  
High Probability ◽  
Management Strategies ◽  
Effective Instruction ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
And Behavior

Academics and behavior are inextricably linked, and as such, management of behavior should be considered not as an addition to the teacher’s repertoire of skills but as an integral foundational component of effective instruction. Paradoxically, teachers report that students with challenging behavior are both their greatest challenge and that behavior management is the skill with which they are least prepared in their teacher preparation programs. In this article, the authors first review a rationale for considering high probability practices as those that provide the best probability for student success. Next, they present a set of key teacher-implemented management strategies as an essential part of the curriculum for any prospective teacher.

Tailoring Effective Behavior Management Strategies for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Jason C. Chow ◽  
Kathleen N. Zimmerman ◽  
Reed Senter
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Evidence Based ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Activity Schedules ◽  
Visual Activity ◽  
Behavior Specific Praise ◽  
And Behavior ◽  
Effective Behavior

Purpose Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement. Method After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice. Conclusions Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.

A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs

2020 ◽  
pp. 074193252096672
Author(s):  
Catherine P. Bradshaw ◽  
Elise T. Pas ◽  
Katrina J. Debnam ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Randomized Controlled Trial ◽  
Classroom Management ◽  
Behavior Management ◽  
Technical Assistance ◽  
Controlled Trial ◽  
Management Strategies ◽  
Individual Student ◽  
Evaluation Tool ◽  
Randomized Controlled ◽  
The Impact

This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers’ use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers’ use of reactive behavior management.

Impact of a Parent-Directed Pamphlet About Pain Management During Infant Vaccinations on Maternal Knowledge and Behavior

2014 ◽  
Vol 33 (2) ◽  
pp. 74-82 ◽  
Author(s):  
Anna Taddio ◽  
Noni E. MacDonald ◽  
Sarah Smart ◽  
Chaitya Parikh ◽  
Victoria Allen ◽  
...  
Keyword(s):  
Pain Management ◽  
Management Strategies ◽  
Maternal Knowledge ◽  
Intervention Site ◽  
Management Interventions ◽  
Before And After ◽  
And Behavior ◽  
The Impact ◽  
Routine Infant ◽  
Before And After Study

Purpose: To evaluate the impact of a parent-directed instructional pamphlet about managing pain during infant vaccinations.Design and Sample: New mothers hospitalized following birth of an infant at two hospitals participated in a “before-and-after” study. In the “after” phase, the pamphlet was passively inserted in discharge packages at the intervention hospital.Main Outcomes: Maternal knowledge and self-reported use of pain-management interventions during routine infant two-month vaccinations.Results: Altogether, 354 mothers participated. A two-way (site, phase) ANOVA revealed no interaction (site × phase) in knowledge or use of pain-management strategies after routine two-month infant vaccinations; hence, there was no evidence of a benefit provided by the pamphlet. However, within the intervention site, only 21 percent of mothers read the pamphlet. Reading the pamphlet was associated with higher knowledge. This suggests some possible benefits of the pamphlet, provided that mothers read it.

A new model for assessing the impact of environmental psychology, e-learning, learning style and school design on the behavior of elementary students

Kybernetes ◽  
2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xu Zhao ◽  
Jingyang Wang ◽  
Mengyu Wang ◽  
Xuesong Li ◽  
Xia Gao ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Elementary Students ◽  
Learning Style ◽  
Environmental Psychology ◽  
School Design ◽  
Content Type ◽  
E Learning ◽  
Considerable Impact ◽  
And Behavior ◽  
The Impact

Purpose The purpose of this paper is to investigate the literature on the treatment of primary pupils and inspecting the role of environmental psychology, e-learning, learning style and school design on the behavior of students in elementary schools. Design/methodology/approach A questionnaire was designed to evaluate the components of the model. Experts with significant experiences in the field of students’ behavior revised the surveys. Data were collected from 400 teachers of the elementary schools in Iran. The SMART-PLS 3.2 and SPSS 22 software package were used in the field of questionnaires’ statistical analysis. Findings Findings confirmed the suggested model’s validity for elementary students’ behavior assessment. The consequences of this research illustrated the effect of environmental psychology on the behavior of elementary students. In addition, the authors were concluded that intention to e-learning has a significant role in developing the action and behavior of the elementary students. Moreover, the learning style has an affirmative and considerable impact on the behavior of elementary students. Finally, school design has an affirmative and significant effect on the manner of the elementary students. Practical implications The consequences of this research have provided some traces about the basic perspectives, which have to be in the center of attention of administrators. For instance, school design and learning style sound to be a decisive mechanism for improving action and learning behavior. In addition, educational leaders may use the findings to evaluate their school facilities and define where developments will have the most significant impact or planners may use the results to assist architects in the design and construction of new educational services. Originality/value This study builds a valuable contribution by focusing on pupil environmental psychology, e-learning, learning style and school design in elementary schools by enlightening the connection between them and students’ manner.

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