Behavior Management Practices Research Articles

Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure

This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each of which was approximately 10 weeks long. Fidelity of implementation was comparable between the two groups that received consultation at varying program exposure levels. Multilevel regression analyses examined how variation in the dose of consultation exposure related to both indicators of program quality considering the clustering of teachers within schools. The results showed that teachers most in need of consultation received it and that both short and long doses of consultation led to improvements in classroom climate and teaching practices outcomes over the academic year. Classrooms that received consultation for longer showed the largest change over time. Classrooms were equivalent on outcome indicators by the end of the school year and consultation appeared to have a protective effect against negative classroom climate.

Sustainable financial institution in Indonesia: An empirical analysis of social-cultural context, nepotism, and moral hazard on the shaping of non-performing loans

This study investigates the complex relationships among social and cultural contexts, nepotism, moral hazard, and non-performing loans (NPLs) within Indonesian financial institutions. Using survey data from a sample of these institutions, it employs structural equation modeling (SEM) to analyze these relationships. The findings reveal significant paths: social context significantly influences nepotism (β = 0.345 or 34.5%) and moral hazard (β = 0.347 or 34.7%), while cultural context has notable effects on nepotism (β = 0.157 or 15.7%) and NPLs (β = 0.379 or 37.9%). Nepotism (β = 0.168 or 16.8%) and moral hazard (β = 0.325 or 32.5%) also directly impact NPLs, highlighting their roles as mediators between social and cultural contexts and loan portfolio quality. These results underscore the pivotal roles of these factors in shaping organizational behavior and risk management practices. The study provides critical insights for practitioners, policymakers, and scholars focused on enhancing the sustainability and integrity of financial institutions in Indonesia. However, its reliance on cross-sectional data and self-reported surveys, and the focus solely on Indonesian institutions, may affect the generalizability of the findings. Despite these limitations, the study underscores the importance of addressing issues like nepotism and moral hazard to improve financial stability in the region.

Pink bollworm threat: Its management in the Indian cotton industry

Cotton is one of the leading cash crops cultivated all over the world and it provides livelihood to millions of people, due to its higher market value and productive capacity. But the pink bollworm (Pectinophora gossypiella (PBW) (Saunders), is one of the key pests among the bollworm complexes in the cotton eco-system, incurring huge damage directly through affecting boll as well as indirectly by heavy crop loss. As the chemical management method has been proven ineffective in many parts of the world due to its internal feeding behaviour, various eco-friendly and sustainable management practices have been undertaken to eradicate the pest upto the level of ETL, to safeguard the farmers from significant economic catastrophe.

A Comparison of Role-play v. Mixed-Reality Simulation on Pre-Service Teachers’ Behavior Management Practices

Students with disabilities are being educated in the general education setting at an ever-increasing rate; therefore, it becomes imperative that educator preparation programs ensure that pre-service teachers are equipped to meet the needs of all students. Teacher education scholars have encouraged educator preparation programs to maximize the potential of technology to improve the use of evidence-based and high-leverage practices. This study sought to examine the effects of role-play versus mixed-reality simulation on the development of pre-service teachers’ ability to implement high-probability practices while setting group expectations for behavior. Using a switching replications design, results suggested mixed-reality simulation was more effective than role-play on the development of pre-service teachers’ ability to implement high-probability practices (i.e., opportunities to respond, feedback) while setting group expectations for behavior. Additionally, student perception regarding the feasibility and acceptability of mixed-reality simulation to learn classroom management strategies was greater than that of role-play. Implications of results and future research are discussed.

Tit for tat? A study on the relationship between work connectivity behavior after-hours and employees' time banditry behavior.

Based on Conservation of Resources Theory, this study tries to reveal the mechanism of action of work connectivity behavior after-hours triggering employees' time banditry behavior. By using Mplus7.4 software the analysis of 429 leader-employee paired data collected in three stages reveals that work connectivity behavior after-hours has a positive effect on work alienation and psychological distress. Work alienation and psychological distress mediates the relationship between work connectivity behavior after-hours and employees' time banditry behavior, respectively. In addition, organization-based self-esteem mitigates the positive effects of work connectivity behavior after-hours on work alienation and psychological distress, which in turn also moderates the indirect effects of work connectivity behavior after-hours on employees' time banditry behavior through work alienation and psychological distress, respectively. This study provides practical guidance for organizations to reduce employee time banditry behavior and human resource management practices in the new technological environment.

Interventions for challenging behavior of autistic students in general education settings: A systematic literature review

BackgroundAs the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. MethodA literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. ResultsA lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. ConclusionsFindings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices.

Leadership Behaviour Association with Human Resource Management Practice in Selected Ethiopian Sport Federations

Leadership behavior and human resource management practices (HRMP) in sport organizations is crucial for organizational success. Effective leadership behavior can positively influence human resource management practices, while these practices can also impact leadership behavior. By understanding and leveraging this relationship, sport organizations can create a positive work environment, enhance employee performance, and achieve their organizational goals. To objective of the study was to find the association between Leadership Behaviour and HRMP of selected Ethiopian Sport Federations. In this study, the sequential explanatory research design was used. a sample size of 95 respondents (n = 95) from Ethiopian Football Federation and Ethiopian Athletics Federation was selected using stratified sampling technique. The variable of the study was leadership behaviour and HRMP. In addition to this, standardized questionnaires, document analysis, focus group discussions and semi-structured interviews were used to collect the data. Quantitative data was analysed using Spearman correlation coefficient while qualitative data were transcribed and interpreted. The result of the study shows that there was significant association between leadership behaviour and HRMP, r = 0.41, p = .001. The study concluded that Ethiopian selected federation leadership behavior has contribution for effectiveness HRMP. However, utilizing modern technology, robust monitoring and evaluation mechanism, adequate guidelines, standards and manuals, employee knowledge, skills and attitudes, physical facilities, financial capacities and satisfaction athletes, coaches, officials and stakeholders were not up to the required level.

School Effectiveness Factors and Student Achievement: A Longitudinal Study in an Urban School District

In this study we explore the longitudinal impact of effective school factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in a Midwest school district and analyzing the survey data alongside student achievement, we identified several factors associated with student achievement growth. Our findings reveal that Shared Vision and Goals is positively associated with student achievement growth in math and reading. Furthermore, Student Behavior Expectations and Behavior Management Practices are positively associated with growth in reading achievement. Our research contributes to the understanding of effective school factors from a longitudinal perspective, particularly in an urban school setting.

Good behavior game - study protocol for a randomized controlled trial of a preventive behavior management program in a Swedish school context.

Early conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation. This is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection. This study will provide knowledge in universal prevention and school-based interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects. ClinicalTrials.gov, identifier NCT05794893.

Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics

<p>This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.</p>

Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.

Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools

AbstractThe current study examined teacher competence and contextual factors associated with teacher‐reported stress in low‐income urban elementary schools. Using a sample of 106K‐5th grade teachers from 14 low‐income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher‐reported stress, perceived instrumental and emotional supports, class‐wide student academic performance, and behavioral functioning were examined. Teacher‐reported stress was significantly related to perceived emotional support, instrumental support, class‐wide student academic performance, and class‐wide student behavioral functioning. Instrumental and emotional supports, observed instructional and behavioral management practices, and class‐wide student academic and behavioral functioning jointly predicted teacher stress. Results from a dominance analysis identified class‐wide behavioral functioning, and emotional and instrumental support as the strongest predictors of teacher stress. Study limitations and implications for research and practice are discussed.

Culturally Responsive Evidence-Based Practices for Black Males With Emotional Behavioral Disorders

Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.

Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences

ABSTRACT Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.

Leadership behaviour and Human Resource Management Practice mediation between strategic plan and performance of selected Ethiopian sports federation

The purpose of the study was to identify the relationship between strategic plan and performance through leadership behavior and Human Resource Management Practice (HRMP) of the selected Ethiopian sports federation. The study used a cross-sectional research design. A sample size of ninety-five (n = 95) respondents participated. The data was processed using IBM SPSS Amos 23.0 software. Structural equation modeling and Confirmatory Factory Analysis (CFA) have been used for data analysis. Leadership behavior and HRMP play an important mediating role between strategic plans and the performance of sports federations with (β= .86, P=0.00). The finding of the study confirms that leadership behavior and HRMP partially mediate the relationship between the strategic plan and the performance of both federations. The study recommended that it is advisable if selected Ethiopian sports federations to work on capacity development programs on human resource development and take up-to-date leadership training frequently, this will enable to enhance the performance of both federations.

Does Healthy Living Matter to Work Outcomes? Effects of Exercise and Health Conscious Identity on Employee Job Performance and Life Satisfaction

Organizational behavior and human resource management scholarship and practice is interested in positive employee outcomes. Even though research has examined a host of work factors ranging from personality and emotions to leadership and culture, it is not clear how factors outside of work such as lifestyle influence employee performance and satisfaction. We develop theory on health conscious identity as it affect important work outcomes. We draw on emerging societal trends to outline how exercise affect employee job performance and life satisfaction. We also contend that health conscious identity has positive effect on employee job performance and life satisfaction. Our study integrates facets such as media influence, pandemic effect, and recommendations from health authorities with conventional issues of employee attitude, behavior, and well-being. Data from 280 employees and 58 supervisors supported the hypothesized relationships. We discuss implications on organizational practices in the emerging work order and suggest future research directions.

Perceived competencies and concerns of Thai general and special education teachers towards the behaviour problems of their students

ABSTRACT The study explores and compares current teacher competencies as well as their concerns relating to behaviour management practices with students in a sample of Thai classrooms. Four hundred twenty teachers from public schools including general schools and special education schools were randomly selected and invited to participate in the study. A self-report questionnaire on teacher competencies and concerns were sent and 74.76% collected (314 teachers consisting of 248 general teachers and 66 special education teachers). Descriptive statistics were used to report on the basic data set. Two-way ANOVA was used to compare teacher competencies and concerns between types of teachers. Results found that there was no difference in perceived competencies in dealing with students with behaviour problems between special education teachers and general teachers. Most participants reported that they tended to use preventative strategies more than positive reactive strategies and negative reactive strategies such as corporal punishment in managing the behaviour problems in their classrooms. Both special education teachers and general teachers reported that they did not believe their knowledge and skills to be sufficient in dealing with student behaviour problems. The need for support from parents was reported as a major concern for both general and special education teachers.

Teachers and school administrators' experiences with professional development feedback: The classroom strategies assessment system implementation.

To support teachers' evaluation and professional development valid assessments that measure teachers' classroom practices and capture teachers' strengths and areas in need of improvement are needed. The current study examined school administrators' and teachers' experiences of Professional Development (PD), with the use of the Classroom Strategies Assessment System (CSAS), a classroom observational assessment that measures universal classroom instructional and behavioral practices, and their perceptions of the usability of CSAS for supporting PD. The study also examined school administrators' ratings of elementary school teachers' use of evidence-based instructional and behavior management practices, as an illustrative example of how performance feedback was implemented. Three school administrators observed 31 elementary school teachers three times each using the CSAS Greek version. Following each observation, teachers received brief performance feedback based on CSAS scores from their school administrator. School administrators and teachers completed the System Usability Scale to assess the usability of the CSAS administration. Semi-structured interviews with 19 of the participating teachers were conducted to further explore teachers' professional development experiences. Overall, teacher interviews expressed their need for professional development in the areas of instructional and behavior management practices and perceived CSAS feedback helpful for instructional improvement. Findings also suggest some improvements in the frequency and quality of teacher instructional and behavior management practices as measured by the CSAS. Implications for practices and research are discussed.

Teacher Participation in Professional Learning Programs in Classroom Behavior Management

Professional learning can help teachers to develop their knowledge and abilities to support their functions and roles as educators. However, studies show that most teachers in Indonesia have not been involved in continuing professional development. This study aims to describe the professional learning program that has been attended by elementary school teachers in Indonesia regarding classroom behavior management. The results of this study indicate that only some of the teacher participants stated that they had participated in a professional learning program on managing student behavior in the classroom. Organizers of the professional learning programs attended by teachers include the Ministry of Education, Culture, Research, and Technology, schools, universities, and other community members. Participants also shared about the benefits of these activities in managing student behavior in the classroom. The results of this study suggest the importance of implementing more professional learning programs that focus on managing student behavior in the classroom, which are designed effectively to have a direct impact on behavior management practices carried out by teachers in the classroom

Child Protection Policy and Behavioral Management Practices at a Public Elementary School in Rizal, Philippines

The study determined the child protection policy and behavioural management practices of a public elementary school in Rizal, Philippines in the year 2018-2019. It employed the quantitative descriptive correlational method of research which used questionnaires as the means to gather data. Results revealed that the practices observed by the respondents in child protection in terms of anti- bullying and discrimination are educating students on how to deal with bullying properly and strictly implementing the anti-bullying campaign. The behavioural management practices observed by the respondents in terms of anti-bullying and discrimination are making it more concrete for everyone the difference between play and fight and delivering praise and rewards to increase appropriate behavior. The practices observed by the respondents in child protection in terms of abuse are giving opportunities to pupils to speak and express their views and opinions especially when it comes to social interactions, gaining the trust of students through one-on-one coaching. The practices observed in child protection in terms of violence and exploitation are educating students about their rights as children and informing pupils that there are different agencies that handle issues on violations against the rights of the youth, and giving special attention to the misbehaved pupils. Lastly, there is a significant difference between the respondents in implementation of child protection policy and their behavioural management practices and that there is a positive correlation between the behavioural management practices of the respondents when grouped according to their profile.