Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators

2021 ◽  
pp. 709-726
Author(s):  
T. Ray Ruffin ◽  
Deborah Fuqua ◽  
D. Israel Lee ◽  
Kimberly L. Wright ◽  
Shaitaisha D. Winston ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Classroom Management ◽  
Behavioral Problems ◽  
Behavioral Interventions ◽  
Classroom Behavior ◽  
Daily Basis ◽  
Classroom Behaviors ◽  
Management Tools ◽  
Positive Behavioral Interventions ◽  
Self Actualization

This chapter explored nonviolence classroom management tools and the self-actualization of emotional intelligence (EI) focused on education in the United States (U.S.). The purpose of this chapter was to convey to educators that their attitude or behavior can negatively or positively affect student engagement and classroom management. The aim is to create an atmosphere of positive reinforcements for students to develop and grow, using EI as a tool to examine classroom behaviors. The authors discussed the behavioral problems and facets many present-day schools in the U.S. are confronted with on a daily basis. The implementation of positive behavioral interventions and supports (PBIS) as nonviolent interventions for classroom management is covered. For comparisons, research directions were explored from a universal perspective to include multinational countries. The chapter concluded with a summative conclusion to include thoughts on improving student classroom behavior through nonviolence classroom management and implementing EI for educators.

Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators

2019 ◽  
pp. 169-191
Author(s):  
T. Ray Ruffin ◽  
Deborah Fuqua ◽  
D. Israel Lee ◽  
Kimberly L. Wright ◽  
Shaitaisha D. Winston ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Classroom Management ◽  
Behavioral Problems ◽  
Behavioral Interventions ◽  
Classroom Behavior ◽  
Daily Basis ◽  
Classroom Behaviors ◽  
Management Tools ◽  
Positive Behavioral Interventions ◽  
Self Actualization

This chapter explored nonviolence classroom management tools and the self-actualization of emotional intelligence (EI) focused on education in the United States (U.S.). The purpose of this chapter was to convey to educators that their attitude or behavior can negatively or positively affect student engagement and classroom management. The aim is to create an atmosphere of positive reinforcements for students to develop and grow, using EI as a tool to examine classroom behaviors. The authors discussed the behavioral problems and facets many present-day schools in the U.S. are confronted with on a daily basis. The implementation of positive behavioral interventions and supports (PBIS) as nonviolent interventions for classroom management is covered. For comparisons, research directions were explored from a universal perspective to include multinational countries. The chapter concluded with a summative conclusion to include thoughts on improving student classroom behavior through nonviolence classroom management and implementing EI for educators.

Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types

2005 ◽  
Vol 30 (4) ◽  
pp. 331-347 ◽  
Author(s):  
Sara E. Rimm-Kaufman ◽  
Jerome Kagan
Keyword(s):  
Risk Factors ◽  
Behavioral Problems ◽  
Classroom Behavior ◽  
Kindergarten Children ◽  
Infant Temperament ◽  
Classroom Behaviors ◽  
Transition To Kindergarten ◽  
Early Risk ◽  
Early Risk Factors ◽  
Kindergarten Classroom

This study examines infant temperament (inhibited and uninhibited styles) as a predictor of behavior in the kindergarten classroom. Thirty-one kindergarten children were observed in their classrooms for approximately 1.5 hours on each of four occasions between September and January. Fourteen children (8 girls, 6 boys) had been classified as high reactive at 4 months of age and inhibited at 14 and 21 months; 17 (7 girls, 10 boys) were low-reactive at 4 months, and uninhibited at 14 and 21 months. Modest evidence for continuity in temperament was found, and, as predicted, differences were most apparent for classroom behaviors that might be stressful for socially inhibited children. The results show some differences between girls and boys and describe trends in classroom behavior as children make the transition to kindergarten. These findings identify temperament as a factor that influences children's adjustment to kindergarten and contributes to a body of work that identifies early risk factors for later behavioral problems.

Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems

2018 ◽  
Vol 20 (3) ◽  
pp. 172-184 ◽  
Author(s):  
Mark D. Weist ◽  
Lucille Eber ◽  
Robert Horner ◽  
Joni Splett ◽  
Robert Putnam ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Internalizing Problems ◽  
Behavioral Interventions ◽  
School Mental Health ◽  
Practice Research ◽  
Evidence Based Practices ◽  
Effective Teams ◽  
Positive Behavioral Interventions ◽  
Recommendations For Practice ◽  
Systems Framework

A recently defined interconnected systems framework (ISF) provides explicit guidance on steps to align positive behavioral interventions and supports (PBIS) and expanded school mental health (SMH) within the multitiered system of support (MTSS). As PBIS and SMH strategies align, there are opportunities to expand and improve effective programs and services for students at all tiers of the MTSS. A prominent need is to improve programs and services for students presenting “internalizing” disorders such as those related to trauma, depression, and anxiety. In this article, we discuss relevant issues involved in improving multitiered systems/interventions for students presenting internalizing problems and provide guidance for this work in dimensions of cross-system collaboration (with major emphasis on effective teams), implementing evidence-based practices, and data-based decision making/quality improvement. The article concludes with recommendations for practice, research, and policy to improve MTSS for students presenting internalizing problems.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 109830072199608
Author(s):  
Angus Kittelman ◽  
Sterett H. Mercer ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Longitudinal Study ◽  
Behavioral Interventions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Optimal Timing ◽  
First Year ◽  
Tier 2 ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

Enhancing motivation and engagement within a PBIS framework

2021 ◽  
pp. 136548022110022
Author(s):  
Michael Petrasek ◽  
Anthony James ◽  
Amity Noltemeyer ◽  
Jennifer Green ◽  
Katelyn Palmer
Keyword(s):  
School Environment ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
School Setting ◽  
Positive Behavioral Interventions ◽  
Motivation And Engagement ◽  
Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

Variables Associated With Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

2014 ◽  
Vol 40 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Kent McIntosh ◽  
Jerin Kim ◽  
Sterett H. Mercer ◽  
M. Kathleen Strickland-Cohen ◽  
Robert H. Horner
Keyword(s):  
Behavioral Interventions ◽  
Positive Behavioral Interventions

Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

2015 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Lyndsey Zurawski
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Classroom Setting ◽  
Behavior Interventions ◽  
Behavioral Strategies ◽  
Speech Language Pathologists ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Therapeutic Services ◽  
Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

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