Abstract
<p style="text-align:justify">Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.</p>
Highlights
Social, emotional, and behavioural difficulties (SEBDs) have a prevalence of 2%-16% in the scholastic population, and the international literature reveals that there is a growing concern about the impact of these difficulties in classrooms (Cefai et al, 2008; Cooper & Cefai, 2013; Organisation for Economic Co-operation and Development [OECD], 2019)
Interventions for disruptive behaviour in the classroom can be grouped into two levels: (1) interventions implemented at the individual level, in which the unit of analysis is set at the student targeted for intervention, and (2) classroombased interventions, in which the unit of analysis corresponds to the classroom as a whole
More rigorous research is needed to verify that the interventions are effective for decreasing the rates of problem behaviours of students
Summary
Emotional, and behavioural difficulties (SEBDs) have a prevalence of 2%-16% in the scholastic population, and the international literature reveals that there is a growing concern about the impact of these difficulties in classrooms (Cefai et al, 2008; Cooper & Cefai, 2013; Organisation for Economic Co-operation and Development [OECD], 2019). SEBDs are chronic, and include disturbing and/or disruptive behaviour such as persistent rule breaking, bullying of others or being a victim of bullying, social isolation, and refusal to engage in or failure to complete learning tasks (Cooper & Cefai, 2013), and generally interfere with the social functioning of the individual and with that of his/her significant others, reducing academic engagement, and negatively affecting classroom climate These behaviours range from infrequent but extreme problems to less severe ones, but occur at high frequencies (Clunies‐Ross et al, 2008). Challenges in the classroom behavioural management of students with SEBD are usually a great concern for educational professionals; these challenges impact both the student and the classroom as a whole (Chafouleas et al, 2010; Clunies‐Ross et al, 2008)
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