Behavior Management Practices Research Articles

The representation of the management of behavioural difficulties in EP practice

Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered.

Teacher coaching supported by formative assessment for improving classroom practices.

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record

Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices. Data were collected from 274 teachers in 18 schools. Structural equation modeling indicated a statistically significant association between observations of culturally responsive teaching and proactive behavior management practices, with observed positive student behaviors in classrooms. Implications for measurement and practice are discussed.

Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching

This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.

Novel location data reveal spatiotemporal strategies used by a central-place forager

Central-place foragers in risky landscapes experience conflicting behavioral demands that they must balance by appropriately adjusting how they move throughout their home ranges. We used novel mini-GPS technology and time local convex hull analyses to determine how golden-mantled ground squirrels (Callospermophilus lateralis) use a spatiotemporal strategy to optimize foraging early in the year when individuals are in an energy deficit. By using serial correlation from GPS data, we could better understand how individuals use a time management strategy influenced by distance traveled from the burrow, location of food patches, location of refuge patches, and vegetative cover type. Individuals maximized time spent in food patches rather than in travel corridors or at the burrow, suggesting the need to forage was prioritized. Individuals spent more time at patches farther from the burrow relative to nearer patches, potentially as a function of intermittent antipredator vigilance activity and energy optimization. Individuals also had high rates of revisitation, but low visit duration, in risky canopy cover types, suggesting that individuals used areas of low vegetative understory cover to travel efficiently between high-value food patches. Increased predation risk incurred while traveling in these open areas was possibly offset by use of refuges. Understanding these spatiotemporal movement patterns and how they relate to dynamic intrinsic and extrinsic demands has the potential to redefine optimal foraging behavior and better inform management and conservation practices.

Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties

ABSTRACTIn response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed.

Treatment of Life-Threatening Pica with 5-Year Follow-up

Pica is a dangerous behaviour that frequently results in exposure to restrictive behaviour management practices such as the arbitrary use of restraint and punishment. We implemented a multi-component function-based treatment analysis including noncontingent access to edible items, response effort manipulations, response blocking, and differential reinforcement with a 19-year-old man diagnosed with autism spectrum disorder, epilepsy, and severe intellectual disability who engaged in life-threatening pica. Following intervention, fading and generalization procedures were implemented with follow-up in the community setting. Pica was reduced to zero occurrences during treatment and generalization sessions, and remained at near zero levels during follow-up over a 5-year period. Social validity measures indicated that the intervention was deemed appropriate and rated favourably by caregivers. These results suggest that life-threatening behaviours such as pica can be effectively reduced with nonrestrictive interventions, and treatment results can be maintained in the absence of restrictive behaviour management practices in typical settings.

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

The Classroom Strategies Assessment System–Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores indicating the discrepancy between the frequency with which observed teachers use evidence-based strategies and the recommended frequency with which they should use strategies during specific lessons. An illustrative example is provided along with a summary of reliability and validity evidence. Dudek, Reddy, Lekwa, & Hua write about Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching using the CSAS-O in the current issue.

Development and Initial Evaluation of the Measure of Active Supervision and Interaction

Implementation of research-based, Tier 1 behavior management strategies can be monitored to provide data-driven feedback and in support of integrity. The Measure of Active Supervision and Interaction (MASI) was developed to measure four behavior management practices (i.e., Praise, Correction, References to Behavior Expectations, Active Supervision) using systematic direct observation. This study was designed to address research questions related to reliability and validity by applying the MASI to evaluate staff behavior in seven out-of-school time programs. Findings indicate that two raters can complete the MASI with high agreement. Ratings are attributable largely to desirable sources of variance, and content validators positively rate the measure. Results are nonsignificantly correlated with established implementation measures for Positive Behavior Interventions and Supports.

To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets

AbstractDue to the time constraint and lack of concise contextualized classroom behavior indicators, current typical primary school classroom behavior management practices are ad‐hoc and lack historical data support. To circumvent these problems, we designed a tablet‐based classroom behavior management system (CBMS) for a primary school setting. The CBMS aids teachers in establishing concise and consistent behavioral expectations based on teaching experience and expertise, thus allowing them to conveniently provide timely feedback on pupils’ performance and log ratings on a daily basis. We conducted a 1.5 years field study in a primary school Chinese course in East China, in which 124 pupils in the first grade and four Chinese teachers participated. The analysis of recorded data indicates that teachers’ daily behavioral ratings are positively correlated with their pupils’ academic achievements. The behavior rating strategy and indicators in CBMS can act as a substitute in promoting pupil's academic achievements. Our proposed system shows the feasibility and potential of handheld computer‐based assessment strategy in implementing cost‐effective classroom organization practices for low grade‐level primary school pupils.

Secondary School Teachers' Classroom Management Practices: Their Implications for the Academic Performance of Grade 10 Students

Effective teaching and learning process is directly or indirectly influence by organized classroom management. Proper classroom management paves the way for the teacher to engage more towards students learning. As observed many of our students in Simunul Municipality performed poorly in almost all subject areas. The researcher believed that classroom management is crucial in the teaching and learning process in the classroom. This study explores the teachers’perception on classroom management and its relation to select profile of the teachers and students academic performance.Descriptive survey design was used to determine the classroom management practices of 78 secondary school teachersin Simunul, Tawi tawi Philippines using Instructional and Behavioral Management Scale.Findings revealed that teachers’ perceptions with regard to the concept of classroom management favored more on instructional management than behavioral management. The demographic variables did not significantly influence both behavioral and instructional management practices except for the monthly income which shows significant relationship to instructional management practices. Results also showed that Instructional and Behavioral Classroom Management Practices of teachers significantly affected with their monthly income, but not significantly related to the academic performance of Grade 10 students. From the results, it can be concluded that economic status of the teachers significantly influenced their classroom management practices. Thus, salary increase for the teachers, and other form of motivations or incentives are highly recommended.

Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School

In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour ( M = 35.81 to 102.62) and rates of praise per hour ( M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low ( M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior ( b = −.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

Collective Leadership and Circles: Not Invented Here

ABSTRACTIssues like police-community relations, violence—from neighborhood to global levels, economic inequality, and climate change have been only minimally addressed within behavior analysis, despite the oft repeated mantra that they are all at root behavioral. Disciplines determine the scope of their interests; behavior analysis and behavioral systems analysis have long claimed at least potential expertise in changing not only individual behavior, but also the collective and interlocking functioning of larger institutions and systems. In this paper we note that standard organizational behavior management (OBM) practices primarily emphasizing centralized leadership are unlikely to be adequate for such work. We therefore argue that collective leadership, a strategy that has not been emphasized in OBM, will be required to operationalize behavioral systems interventions in situations where centralized leadership is impossible or dangerous, and suggest circle processes as one behaviorally specifiable approach to constructing collective leadership, an approach that behavioral systems analysts are well-positioned to test and refine.

Rethinking traditional behaviour management to better support complex trauma-surviving students

Children and adolescents who have survived complex trauma have suffered the type of ongoing and repeated traumatic experience that includes factors such as physical, sexual, and/or emotional abuse, significant neglect, and/or family violence. Complex childhood trauma (sometimes referred to as paediatric or child maltreatment-related post traumatic stress disorder (De Bellis and Kuchibhatla, 2006) can have a significant impact on the developing nervous system which can lead to impairment in the capacity to relate and to emotionally self-regulate. During the schooling years, this can lead to the presentation of concerning school behaviours that schools tend to respond to with equally as concerning punitive consequences, often involving practices of exclusion. This article will emphasize the importance of schools accessing and then encompassing learnings from neuroscience into their behaviour management policies and practices. Neuroscience has provided an extra explanatory framework to complement understandings of student behaviour drawn from the clinical sciences. It is not only explaining why and how some of these student behaviours occur, but is also providing a different template of possibility for enhancing the educational and life outcomes for this vulnerable group of young people through more effective and more inclusive school practices.

Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching

This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the model is to improve teachers' use of specific evidenced-based instructional and behavioral management practices at the claxsssroom level. Key components of the model include integration of instruction and classroom behavior management; brief structured problem solving framework; formative assessment with a validated observation instrument; establishing measurable goals; and visual performance feedback. Results from a randomized controlled study offer emerging evidence of the potential impact of formative assessment and coaching on teacher classroom practices in elementary schools. Additionally, we offer recommendations for future research and practice.

Reviewing the hedge funds literature II: Hedge funds' returns and risk management characteristics

This paper summarizes the literature on hedge funds (HFs) developed over the last two decades, particularly that which relates to risk management characteristics (a companion piece investigates the managerial characteristics of HFs). It discusses the successes and the shortfalls to date in developing more sophisticated risk management frameworks and tools to measure and monitor HF risks, and the empirical evidence on the role of the HFs and their investment behaviour and risk management practices on the stability of the financial system. It also classifies the HF literature considering the most recent contributions and, particularly, the regulatory developments after the 2007 financial crisis.

Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation

The present study investigated the concurrent validity of the Classroom Strategies Scale–Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom quality. A sample of 126 kindergarten through 5th-grade general education teachers self-reported on their usage of empirically supported instructional and behavioral management strategies as measured by the CSS-T while a certified independent observer completed the CLASS. Correlational analyses were used to compare CSS-T frequency and discrepancy scores and the CLASS scores. As hypothesized, results demonstrated significant positive (CSS-T frequency scale scores) and negative (CSS-T discrepancy scale scores) correlations between specific CLASS domains and dimensions, thus providing initial evidence for the concurrent and discriminant validity of the CSS-T. Implications of findings are discussed.

Back on track: exploring how a further education college re-motivates learners to re-sit previously failed qualifications at GCSE

Underachievement at GCSE level has significant effects on an individual’s life chances. Each year, around half of 16-year-olds leave school without having achieved a full level-2 qualification (five GCSEs at A*–C including English and maths). Many of these students enrol on a programme of study at local further education (FE) colleges. Recent Coalition government reforms, including raising the participation age and compulsory English and Maths study up to aged 19, have reaffirmed FE as an agent to improve students’ life chances and act as a catalyst to reduce youth unemployment. Further education colleges provide a ‘second chance’ for learners who have failed at school. This research shows that students who have previously attended low-performing schools, arrive with low motivation, low levels of self-efficacy and a negative perception of education. Focus-group discussions with GCSE resit students studying at an FE college, followed by individual interviews, revealed that school experience of unprofessional teacher-pupil relationships, a lack of discipline, inconsistently applied sanctions, a lack of academic support and prevalent low-level disruption all contributed to demotivating the students. The data revealed that students’ experience at college was significantly different when compared to secondary school. Professional and supportive relationships with teachers, classroom management strategies leading to learner ownership and autonomy, consistently applied behaviour management practices and visible senior leadership enabled learners to re-engage in education at FE and successfully re-sit their GCSE examinations.

Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway

Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed in relation to prior research, future research, and study limitations.

Professional development for teachers plus coaching related to school-wide suspensions for a large urban school system

Little is known about how professional development models can be used to address exclusionary disciplinary practices in response to behavior management challenges in classrooms and schools. This is of great concern given data that suggests that such practices predict negative outcomes for students, including repeat suspensions, dropout and incarceration. Instead, the professional development literature has focused largely on instructional practices in the classroom. Using secondary data, the current paper sought to address this limitation by examining the potential impact of a professional development intervention, focused on classroom management strategies through training and one-on-one coaching, on reductions in disciplinary practices. School-level suspension and behavioral incidence data were available for 70 schools participating in the intervention and 1605 schools that did not participate in the intervention during the 2011–2012 school year. First, differences in demographics between the schools receiving the professional development intervention and schools that did not receive the intervention were explored. Next, a series of hierarchical regression models were estimated in order to test the level of dosage as a predictor of change in suspensions and behavior incidents. Results reveal that intervention schools experienced significantly reduced suspensions and behavior incidents in the school year following the intervention. The number of coaching sessions also predicted significant decreases in suspensions and marginally significant decreases in behavioral incidences. These findings suggest that professional development interventions may have the potential to shift teacher behavior management practices that reduce exclusionary disciplinary practices known to be detrimental to student outcomes.