Behavior Management Strategies Research Articles

Student-centered teacher responses to student behavior in the classroom: A systematic review

IntroductionEffective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited.MethodsTo address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process.ResultsFive main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate.DiscussionThe findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

Investigating Sport Stakeholders' Understanding of Behaviour Management within a Competitive Youth Baseball Team.

The following study employed an instrumental case study to investigate sport stakeholders' understandings of behavioural management strategies used in competitive youth baseball, including the identification of common strategies and interpretations of these as punishment or discipline. Twenty-one participants, from one competitive (AAA) all-boys baseball team, including three coaches, eleven baseball players, and seven parents, were recruited to participate in an individual semi-structured interview. Interviews ranged between 30 and 150 min, and data were analyzed using reflexive thematic analysis. Several behaviour management tactics were identified, of which exercise, benching and yelling negative comments were most often reported. While participants interpreted excessive exercise and benching as punitive and/or disciplinary approaches to behavioural management, yelling was consistently viewed as punitive. Participants confused punishment and discipline as interchangeable, thus suggesting a lack of awareness regarding developmentally appropriate strategies of behavioural management and highlighting the normalization of certain punitive tactics in youth sport. The results underscore the necessity of imparting knowledge to the sports community regarding age-appropriate behavioural management interventions to foster safe and enjoyable athletic experiences for youth competitors.

Formal Neuropsychological Testing: Test Batteries, Interpretation, and Added Value in Practice.

Neuropsychologists evaluate patients for cognitive decline and dementia, using validated psychometric tests, along with behavioral observation, record review, clinical interview, and information about psychological functioning, to evaluate brain-behavior relationships and aid in differential diagnosis and treatment planning. Also considered are premorbid functioning, education, sex, socioeconomic status, primary language, culture, and race-related health disparities when selecting tests, interpreting performance, and providing a diagnostic impression. Neuropsychologists provide diagnostic clarity, explain symptoms and likely disease course to patients and family members, and assist the family with future planning, behavioral management strategies, and ways to mitigate caregiver burden.

Effect of Parental Dental Anxiety Level on Acceptance of Non-Pharmacological Behavior Management Strategies used in Pediatric Dentistry

Objective: To determine the effect of parental dental anxiety level on acceptance of non–pharmacological behavior management strategies used in pediatric dentistry Methodology: This cross-sectional study was conducted at the Pediatric department of FUCDH Pakistan over five months. It was carried out through a pre-validated questionnaire. Behavior management techniques with audiovisual aids were explained to the participants. Patients reporting for routine dental check-ups, on follow up of ongoing dental treatment were included in the study whereas patients with dental trauma, unwilling to be a part of this research, undergoing general anesthesia and medically compromised patients were excluded from the study. Patients are grouped based on age to determine parental behavior in different age groups. Results: 302 parents participated in this study including 130 (43.0%) fathers and 172 (57.0%) mothers. The mean age of children was 7.81±1.92 years, with an age range of 4 – 12 years. The majority of the parents, 297 (98.3%) agreed with behavioral management techniques with 293 (97.0%) parents agreed that the dentist should show videos of behavior management techniques for their understanding. 254 (84.1%) parents agreed to consent for use of sedation and anesthesia. Refusal to sedation technique was significantly more common among parents of children of younger age group as compared to children of older age group (p<0.001). Conclusion: Modest anxiety levels were recorded in parents accompanying pediatric dental patients irrespective of age group thus expressing eagerness for non – pharmacological behavior management strategies with prior explanation and demonstration. However, reluctance to sedation and anesthesia modalities were deciphered by parents particularly evident in parents of younger age group patients.

Preschool Pain Management Program for Young Children with Sickle Cell Disease: A Pre-Post Feasibility Study.

Vaso-occlusive pain crises in sickle cell disease (SCD) often begin in early childhood. We developed an online pain management intervention to teach caregivers of preschool-aged children with SCD behavioral pain management strategies. The feasibility study goals were to examine response to recruitment, barriers to participation, engagement, acceptability and perceived usefulness of the intervention, and suitability of outcome measures. Caregivers of children aged 2.0-5.9 years with access to text messaging and a device to access online videos were recruited from a Southeastern outpatient hematology clinic for a 12-week intervention consisting of pain management videos. Videos taught caregivers behavioral pain management strategies and adaptive responses to pain. Workbook activities helped tailor strategies to their child. Caregivers completed process measures as well as baseline and follow-up measures of pain catastrophizing (Pain Catastrophizing Scale-Parent Report) and responses to their child's pain (Adult Response to Children's Symptoms). Fifty percent (10 of 20) of eligible parents enrolled. Caregivers partially completed (N = 6), completed (N = 3), or did not engage (N = 1) in the intervention. Caregivers who engaged in the program reported implementing the pain management strategies. The intervention was rated as high quality, relevant, and useful. Measures of pain catastrophizing and responses to their child's pain appeared sensitive to change. The intervention to promote adaptive coping to pain was acceptable and feasible for caregivers though we found barriers to delivering the intervention to parents. Evaluation of a modified version of the program is indicated to assess implementation issues and effectiveness.

Virtual Training of Medical Students to Promote the Comfort and Cooperation of Patients with Neurodevelopmental Disabilities

Patients with neurodevelopmental disabilities generally have less access to necessary medical care compared to those without disabilities. Barriers to adequate care include patient fear and uncooperative behavior during routine medical procedures and inadequate preparation of medical professionals to treat this population. Researchers have identified multiple behavior-analytic procedures for promoting comfort and cooperation during medical treatments. Efficient, cost-effective training programs are needed to widely disseminate behavior-analytic procedures to medical students and professionals. The purpose of this study was to assess the efficacy of a virtual training to prepare medical students to implement behavioral procedures that could be easily incorporated into typical wellness examinations. Seven medical students received behavioral skills training (BST) delivered remotely via the Internet. Results showed that the training successfully increased students’ correct implementation of the procedures in roleplay with the experimenter and with patients with neurodevelopmental disabilities. Responding also maintained at high levels 2 weeks after the training. These findings suggest that virtual BST is an efficient, practical approach for training health care professionals to implement general behavior management strategies to increase the comfort and cooperation of patients with NDD.

Approach to acute psychosis in older adults.

Approach to acute psychosis in older adults.

Behavior management techniques adopted by pediatric dentists in Cairo, Egypt: A cross-sectional study

Introduction: The child patient is exposed to the dental environment that triggers natural fear response, so behavior management strategies are required to meet their needs. Objective: The objective of the study was to identify the most common behavior management techniques adopted by pediatric dentists in three Egyptian universities for each patient group. Materials and Methods: In this cross-sectional study, we applied convenient sample to the three major governmental universities located in Cairo. Ninety-two questionnaires were distributed to all pediatric dentistry specialists of the three universities. They were designed to record participants’ demographic and practice information and their current use of behavior management techniques for each patient age. Descriptive statistics, Chi-square (χ2) test, and Bonferroni corrections were used to analyze data. Results: Questionnaires were returned by 72 pediatric dentists (27.8% were males and 72.2% were females). Parental presence was practiced by all participants mainly for patients less than 2 years (93.1%). Tell-show-do is the most used technique (95.8%) for patients of 3–5 years. The use of advanced techniques by respondents was less than basic techniques, being least for sedation and highest for general anesthesia. Female respondent preferred basic behavior management techniques, whereas male participants chose advanced techniques more than females. Conclusions: Different behavior management techniques are being practiced for each patient group. The choice of the technique was influenced by the practitioner gender, years in practice, and position in the faculty.

Геймификация как нарастающий тренд в сфере высшего образования: перспективы и проблемы

The article deals with the phenomenon of gamification and the problems of im­plementing game practices in higher education. Based on the information about consumer habits, style features of behavior, etc., gamification becomes a fairly effective IT tool that contributes to achieving the goals of one or another project by way of constructing artificially player motivation, i.e., in fact, programming for a certain behavior pattern. The paper notes that the Western trend of mass in­clusion of games and game technologies in curricula has become a significant reference point for domestic educational policy, and gamification is now dis­cussed as a new, alternative way of organizing learning in educational institu­tions of our country, which allows to significantly influence student behavior and the effectiveness of learning outcomes. Analyzing possible consequences and trying to take into account the explicit and latent risks, the author concludes that the most alarming trend of gamification implementation in the educational process is the creation of unprecedented opportunities for collecting data on student be­havior in the digital educational space. Tracking reactions and psychoemotional state of young people in the course of gamified learning, the use of artificial in­telligence technologies, neural networks, the use of learning action analysis tech­nologies, digital footprint analysis – all these may help to build and improve the behavior management strategy required by customers. Here we see the pro­spects of making a testing range for large-scale work to create additional means of control, standardization and correction with the view to improve the tech­niques of manipulating the consciousness and behavior of the masses of people. In the author’s opinion, the transformation of learning into a computer game will promote not only a significant deformation of the inner meaning of pedagogics, but also the transformation of student youth into an object of various manipu­lations using the high-human methodology, which widely applies the tools of smart technology.

Relationship between Rewarding Positive Behaviour and Disruptive Behaviour in Secondary Schools in Nairobi County Kenya

It is estimated that about 20% of secondary school students in Kenya display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. For instance, from the literature reviewed, it is clear that disruptive behaviour is as a result of punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. The aim of this study therefore, was to investigate the correlation between rewarding positive behavior; teaching alternative behavior and disruptive behaviours among form two students in Dagoretti Sub County. Specifically, the study investigated the relationship between rewarding positive behaviour and teaching alternative behaviour and disruptive behaviour. This study employed a mixed research methodology in which both quantitative and qualitative methods were used. Data was collected because the study was aimed at establishing if there was a significant relationship between behaviour support strategies and disruptive behaviours among form two students. According to Kothari (2004) quantitative research methodology focuses on numeric and detailed data that is collected using structured research instruments while qualitative methodology collects data from the respondents using narratives. Questionnaires were used to collect data on the study variables and then analysed using computer software to answer the research questions. Interview schedule was used to collect qualitative data from the guidance and counselling teachers. This research methodology was appropriate for this study because it provided an in-depth understanding of the research problem since it employs diverse approaches in data collection. The study was based on Problem Behaviour Theory. To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. This study primarily utilized structured questionnaires for the classroom teachers and students to collect data on Rewarding positive behaviour used by teachers and disruptive behaviour. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyze quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson product moment correlation analysis was employed to test hypotheses. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = – .29, p < 0.05. Since the study found that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour among students, teachers should ensure that they come up with comprehensive guidance and counselling programs on teaching the students desirable behaviour and rewarding positive behaviour. This will go a long way in reducing disruptive behaviour among secondary school students.

Supporting teachers’ effective classroom and behavior management: what do teachers tell us?

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in formal, inservice professional development activities improved their ability to implement research-based C/BM strategies. A higher percentage (77%) of teachers reported they receive adequate feedback from their current school supervisor (e.g., principal, curriculum/instructional coach) on their use of C/BM. Teachers’ reported specific ways for school and district administrators to better prepare and support them for challenges related to C/BM. Implications are provided for improving inservice professional development and administrator feedback to promote teachers’ use of effective classroom and behavior management practices.

Mindfulness Practices for Chronic Pain in Sickle Cell Disease

Background: Patients with sickle cell disease (SCD) suffer from both acute and chronic pain that severely affects their quality of life. Pain is largely managed with opioids, which have significant side effects including dependence, adverse mood effects, and potential for opioid-induced hyperalgesia. The 2020 American Society of Hematology guidelines for SCD suggests cognitive and behavioral pain management strategies (including mind-body interventions). However, there remains low certainty in the evidence of these modalities. We chose to pursue mindfulness-based interventions given their proven efficacy in other chronic pain syndromes and associated mental health disorders. Objective: The purpose of our pilot study was to assess the feasibility and acceptability of weekly group yoga therapy sessions conducted virtually via videoconferencing software in patients with sickle cell disease and chronic pain, defined as pain on more than 15 days per month for the last 6 months. Design: Twenty patients with SCD were recruited for weekly virtual group yoga therapy sessions, which incorporated aspects of mindfulness meditation and low impact movements synchronized with breathing exercises (see Table 1). Results: Twenty out of 22 patients (92%) approached for the study agreed to participate. The median age of participants was 35 (IQR 26-43), with the majority being female (n=13 out of 19, 68%). The baseline survey revealed participants had frequent Emergency Department visits (median 3, IQR 1.25-4) and hospitalizations (median 2, IQR 0-2) in the 6 months prior to the intervention. The study population exhibited high levels of pain catastrophizing (median PCS 40.5, IQR 27.25-52.5, 93%tile), anxiety (median GAD-7 18.5, IQR 10.25-21.5), and depression (median PHQ-9 17, IQR 13.25-22.5). On average, 15% of participants (range 2-32%) attended each session. Barriers to participation included technologic difficulties, time conflicts, and inability to contact participants. The participants who consistently attended the sessions had positive feedback. One participant stated, "It went well for me. Meditation was helpful...[and] the yoga helped with my knee." Another participant commented, "I liked having a community with the other patients." Conclusions and Future Directions: This pilot study was among the first of its kind to examine mindfulness practices for chronic pain in adults with SCD. While there was a high rate of agreement to participate in the study, indicating a willingness and receptiveness to the study intervention, the overall participation per session was low. The study population had high rates of health care utilization despite most participants being on chronic opioid therapy and disease modifying medications, which illustrates the need for additional therapeutic strategies. A striking aspect of the baseline survey was the high rates of pain catastrophizing, anxiety, and depression, which directly impact chronic pain and thus require a holistic approach that includes mindfulness-based interventions. Our future research will draw upon lessons learned from the pilot study to address barriers to participation. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

"I Am Concerned, But...": Streamers' Privacy Concerns and Strategies In Live Streaming Information Disclosure

Live streaming is a popular synchronous social media platform that allows users to disclose information to vast audience in real time. It has been increasingly studied in recent years for its unique functions of disseminating user-generated content, enriching streamers' self-presentation, curating online social interactions and fostering online communities. However, little research has been done to explore the privacy issues in live streaming. In the present paper, we aim to understand streamers' privacy concerns and strategies in their information disclosure on live streaming. From an interview study with 20 streamers, we found that they expressed concerns and carefully managed their information disclosure based on whether the disclosure would enhance or weaken their attractiveness to the audience and whether it would disturb their interpersonal boundary with the audience. They adopted various technical and behavioral privacy management strategies to cope with their concerns, but encountered a series of usability and cognitive burdens. Based on the findings, we present design implications to improve the privacy management on live streaming.

Managing agitation during early recovery following traumatic brain injury: qualitative interviews with clinicians

Purpose Agitated behaviours pose a significant challenge during early recovery following traumatic brain injury (TBI). This study aimed to gain a deeper understanding of how clinicians worldwide manage post-TBI agitation. Understanding the factors that influence how clinicians manage agitation can help inform the use of consistent and effective management strategies for reducing agitation in TBI care. Methods Using a qualitative design, semi-structured interviews were conducted with 33 clinicians (58% female, aged 23–71 years) from 16 countries who had experience working with agitated patients. The interviews explored the approaches used to manage agitation during early TBI recovery. Results Interviews were analysed using thematic analysis. The central theme of the interviews was the effective management of agitation, consisting of three sub-themes: managing the safety of staff and patients, reducing triggers for agitation, and implementing behavioural principles for managing agitation. Two overarching themes influenced the effective management of agitation: clinician-related factors and systemic factors. Conclusions This study highlighted key approaches for effective agitation management during early TBI recovery, as described by clinicians working with these patients worldwide. There were similarities in the strategies described, although there were many challenges that impeded the consistent implementation of such strategies in TBI care settings. IMPLICATIONS FOR REHABILITATION Effective management of agitation during early traumatic brain injury (TBI) recovery continues to pose a significant challenge for clinicians worldwide. Healthcare services may improve the management of agitation by involving the patient’s family in care delivery and implementing low-cost less-restrictive non-pharmacological interventions to reduce reliance on pharmacological interventions. Proactively addressing and removing potential sources of agitation (patient-related and environmental) may help reduce the risk of agitation occurring. The use of simple behaviour management strategies may be effective for reducing agitation, but strategies need to be implemented consistently and the approach should be flexible and tailored to the patient. Clinicians should develop an understanding of a patient’s premorbid behaviours and interests to best inform the management approach. Management of agitation may be improved by increasing clinicians’ agency in responding to agitated behaviours, through the provision of information and resources, ongoing training and skill development, supervision and support.

Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors

Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.

Publisher Correction: Effects of a Behavior Management Strategy, CW‑FIT, on High School Student and Teacher Behavior

Publisher Correction: Effects of a Behavior Management Strategy, CW‑FIT, on High School Student and Teacher Behavior

Knowledge of Some Evidence-Based Practices Utilized for Managing Behavioral Problems in Students with Disabilities and Barriers to Implementation: Educators' Perspectives

Evidence-based practices, including applied behavior analysis, have been used to manage behavioral problems among students with disabilities. Educators have found a lack of utilizing empirical practices in the classroom. The purpose of this study is to understand educators’ perspectives on practices used to manage behavioral problems among students with disabilities and to determine barriers that prevent them from utilizing evidence-based practices in the classroom. This study examined the most effective learning opportunities rated by participants, educators who were voluntarily recruited from Midwestern U.S. state elementary public schools to complete an online survey about practices used to manage behavioral problems among students with disabilities. One hundred and seventeen educators (85 special education, 7 general education teachers, and 25 other educators) completed a questionnaire using Likert-type scales to describe their experience dealing with students with disabilities who have exhibited behavioral problems. The results indicated that there was an association between educators’ specialties and their experience of the intensity of behavioral problems among students with disabilities. The results showed a high percentage of educators rated punishment as the most effective behavior management strategy among a variety of behavioral management and Applied Behavior Analysis strategies. The results showed that educators received more professional training during their in-service as compared to their pre-service period. Educators reported that shortages of supplies and support were the barriers that most prevented them from utilizing evidence-based practices in the classroom. This study highlighted the most effective training methods preferred by educators, and implications and future directions are provided.

Maladaptive Behavior and Associated Factors among Young Children with Autism.

The present study assessed the prevalence of clinically significant maladaptive behaviors and associated factors among young male children diagnosed with autism. A cross-sectional study including mothers of 88 male children with autism aged 2 to 5 y old was conducted in the year 2019. Using the Child Behavior Checklist (CBCL), mothers rated their child's maladaptive behaviors. CBCL overall scores in the clinically relevant range were found in 76 (86.4%) children with autism (87.5% and 42% children had clinically significant internalizing and externalizing problems, respectively). Withdrawn (94.3%), attention problems (60.2%), and sleep problems (53.4%) were the predominant CBCL syndrome scales. Sociodemographic factors like autism severity and caffeine consumption were found to be significantly associated with maladaptive behaviors. There is an urgent need for designing effective behavioral management strategies incorporating various risk factors to enhance the quality of life among these vulnerable children.

Convergence Between Teacher Self-Report and School Administrator Observation Ratings Using the Classroom Strategies Assessment System

The Classroom Strategies Assessment System (CSAS) is a multi-rater, multi-method (direct observation and rating scale methodology) assessment of teachers’ use of research-based instructional and behavior management strategies. The present study investigated the association between teacher self-report and school administrator ratings using the CSAS Teacher (CSAS-T) and Observer (CSAS-O) Forms in 15 high-poverty U.S. charter schools. The CSAS-T and CSAS-O were designed to be used concurrently as a valid formative assessment of teacher practice. Findings include small, but statistically significant correlations between the CSAS-T and CSAS-O. Analysis of a multi-trait–multi-method (MTMM) matrix found teachers and observers to be measuring different constructs. No mean score differences were found between teacher self-reported instruction and behavior management strategy use compared with school administrators’ observed ratings. Furthermore, school administrators and teachers have similar ratings of overall effectiveness, with the majority of teachers in the sample being rated at or above effective. Overall, findings offer support for using the CSAS-O and CSAS-T for guiding professional development conversations.

Revisiting views of grammar and grammar learning strategy use: A multiple case study in Vietnam

A qualitative multiple case study was conducted to understand how Vietnamese high school students (n=6) experienced grammar learning by exploring their views on the role of grammar and their use of grammar learning strategies. Semi-structured individual interviews are the main instrument for data collection in this study. Using inductive content analysis, we found that all participant students acknowledged the essential role of grammar in learning English, and most of them still learned English grammar through the traditional approach. Despite the difference in the teaching approach students were exposed to, all students demonstrated a strategic approach to grammar learning, with environmental and behavioral management and cognitive strategies being the most popular strategies. The findings can help English teachers adjust their teaching approach and techniques to maximize students' grammar achievement and enhance their effective grammar learning strategies for long-term benefits. The study contributes to research on Asian EFL/ESL students' attitudes towards grammar learning and their use of grammar learning strategies.