School Behavior Problems Research Articles

Correction to: Patterns of School Victimization and Problem Behaviors: Longitudinal Associations with Socioeconomic Well-Being and Criminal Justice Involvement

Correction to: Patterns of School Victimization and Problem Behaviors: Longitudinal Associations with Socioeconomic Well-Being and Criminal Justice Involvement

Patterns of School Victimization and Problem Behaviors: Longitudinal Associations with Socioeconomic Well-Being and Criminal Justice Involvement

Patterns of School Victimization and Problem Behaviors: Longitudinal Associations with Socioeconomic Well-Being and Criminal Justice Involvement

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

AbstractStudent problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

School Resource Officers’ Roles Differ in the Prediction of Nonviolent and Serious Violent Incidents

School resource officers’ (SROs) presence (e.g., engagement in patrol, carrying firearms, etc.) and prevention (e.g., mentoring, teaching) roles have not been distinguished in investigations of SROs’ association with student outcomes. A model predicting nonviolent incidents and serious violent incidents reported to police from SRO presence and prevention roles while controlling for limits in mental health availability, teacher training, and school problems was fit to an archival dataset of 1529 school administrators’ responses to the School Survey on Crime and Safety (SSCOS). SRO prevention significantly predicted lower numbers of nonviolent incidents reported to police (β = −.28) and SRO presence significantly predicted higher numbers of nonviolent (β = .51) and serious violent (β = .24) incidents reported to police in the high school sample. SRO presence and SRO prevention were not significantly associated with either nonviolent or serious violent incidents reported to police in the middle level sample. Greater acknowledgement of limitations in mental health service availability was associated with reports of school problems across samples, and school problems were significantly associated with higher numbers of nonviolent and serious violent incidents reported to police. Results suggest that investment in the SRO prevention role over presence is needed. Impact Statement In high schools employing school resource officers (SROs), law enforcement SRO presence was associated with higher levels of nonviolent and serious violent incidents reported to police, whereas the SRO prevention role was associated with lower levels of nonviolent and serious violent incidents reported to police. Only mental health availability had a significant influence on reducing school problem behavior across middle and high schools. Investment in the SRO prevention role over presence is needed, and collaboration with other mental health professionals to support the SRO preventative role is suggested.

The relationship between self-harm and bullying behaviour: results from a population based study of adolescents

BackgroundThis study aims to better understand the association between bullying behaviour (the bullied, the bullies and the bully-victims) and self-harm, and which protective factors moderate this association.MethodsA total of 16,182 adolescents, aged 12 to 19 years, were invited to participate in the cross-sectional Ung-data survey. This survey covered various aspects of young people’s lives. The response rate was 87%. To assess the relationship between self-harm and bulling behaviour, and psychological- and environmental covariates, we conducted logistic regression analyses. In addition, we tested for potential interaction effects between protective factors and the three bullying groups on self-harm.ResultsFifteen percent of participating adolescents reported engaging in self-harm during the last year. The risk of self-harm was six times higher for the “bully-victims”, five times higher for the bullied, and three times higher for the bullies, compared to the “neither-bullied nor bullies”. The risk of self-harm in the face of being bullied was significantly greater for girls than boys. Depression, anxiety and parental conflict accounted for some of the association between being bullied and self-harm, and between bully-victims and self-harm. School behavioural problems accounted for some of the association between the bullies and self-harm and the bully-victims and self-harm. The relationship between the bullied and self-harm was significantly moderated by parental support and school well-being, while the relationship between “bully-victims” and self-harm was moderated by school well-being.ConclusionThere is a strong link between bullying and self-harm. Interventions to address bullying may reduce self-harm. Our findings also suggest that high levels of parental support and school well-being may buffer the harmful relationship between bullying behaviour and self-harm. Addressing these factors may be important in reducing the risk of self-harm among those experiencing bullying.

Heterogeneity in Short- and Long-Term Impacts of School-Wide Positive Behavior Support (SWPBS) on Academic Outcomes, Behavioral Outcomes, and Criminal Activity

To address social and behavioral problems in schools, more than 26,000 schools around the world have implemented School-Wide Positive Behavior Support (SWPBS). Previous studies have focused on the effects of SWPBS on short-term teacher-rated behavior such as office discipline referrals or academic outcomes, but no study has yet investigated effects on long-term student outcomes. We use population-wide longitudinal register data, including all Norwegian students that are exposed to SWPBS, and examine effects on short- and long-term academic outcomes, as well as long-term school behavior and youth crime. Both when we evaluate average program effects for all students and when looking at at-risk students only, we find no indications that the Norwegian SWPBS affected any of these outcomes.

The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems From Preschool to Elementary School

ABSTRACT The important role of early self-regulation skills has been repeatedly demonstrated in research. However, there is a lack of studies that have simultaneously examined the influence of hot and cool self-regulation skills on school performance and behavior problems in a longitudinal design from preschool to elementary school and controlling intelligence. Our study was conducted in Germany with a total sample of N = 434 preschool-age children (age range from 5 to 7 years). In the German education system, children in the last year before starting school are considered preschool children. Relying on structural equation modeling, we found that children’s intelligence and cool self-regulation skills are important for their school success. In addition, cool self-regulation skills in preschool are associated with behavior problems in elementary school. Since cool self-regulation predicts academic success even when controlling for intelligence, early intervention methods promoting cool self-regulation skills can positively affect subsequent school development. Likewise, a reduction of problem behavior patterns can be reached.

Longitudinal Study of Mild Delinquency and In‐School Problem Behaviors During Junior High School1

AbstractThis research investigates repetitive problem behavior (in‐school problems and mild delinquency) in Japanese junior high school students from their first to third year (12–15 years old) and examines the risk factors for repetitive problem behavior among parent–child relationships, school, individual, and lifestyle factors. An analysis of the longitudinal data of 470 students (Data Set 1) found that repeated problem behavior in school was affected by low self‐control, poor relationships with teachers, and lack of parental monitoring. Repeated mild delinquent behavior was affected by parental violence, poor relationships with mothers, less sleep duration, and not belonging to club activities. Some students exhibited both mild delinquency and in‐school problems. Students who experienced problem behavior 10 times or more in their second year had often experienced some problem behavior (1–9 times) in their first year. Analysis of the longitudinal data of 368 students (Data Set 2) showed that in many cases, students who exhibited repeated delinquent behavior in their second year continued to exhibit problem behavior after they became third‐year students. Though the number of students with repetitive mild delinquency that was totally remedied in their third year was small, a low incidence of parental violence was seen as an antecedent factor for students who did not commit mild delinquency in their third year in spite of a high frequency of delinquency in their second year.

Improvements in the school environment-results of a Swedish school project 2005-2011.

To examine whether a public health project to reduce problem behavior in schools and improve the classroom climate, undertaken among eight secondary schools in a municipality in Sweden, was accompanied by favorable changes in the school environment over time. Data were collected from ninth grade students (aged 15-16 years) at three different time points: the year before the project began (2005), during the project (2008) and when the project finished (2011). Changes in the school environment, measured as damage, littering, noise and classroom disorder, were compared between the project municipality and a comparison group of other municipalities in the same county, using multinomial logistic regression analysis. Descriptive comparisons were made between the schools within the project municipality. The school environment improved significantly from 2005 to 2011 in the project municipality compared with the other municipalities. The school environment was improved in all schools within the project municipality. The biggest improvements took place in two schools which systematically worked with one program incorporated into the school schedule. This study demonstrates that it may be possible to improve the school environment by implementing health programs. Further studies based on experimental designs are required in order to confirm the potential and efficiency of school health programs.

Effects of school-wide positive behavior support in Denmark: results from the Danish National Register data

ABSTRACT Several schools and state departments of education are leveraging prevention frameworks such as School-Wide Positive Behavior Support (SWPBS) to address problem behavior in schools, with the ultimate goal of improving academic achievement and producing lasting effects later in life. Much of the research demonstrating the promise of SWPBS has been conducted in the US and focused on near-term impacts, with less exploration of the various international adoptions of the model in other countries, and no studies exploring the longer term impact. This study leverages population-wide Danish administrative registry data (2006–2016) to examine the effect of the Danish/Norwegian adoption of SWPBS on the in-school outcome academic achievement and the out-of-school outcomes enrollment in upper secondary education, unemployment, and crime using a difference-in-differences (DD) design. The DD indicated an improvement in academic achievement in the 2nd and 3d year of implementation at schools likely to have implemented the program.

The association between parent-reported child disaster reactions and posttraumatic stress disorder in parent survivors of disasters and terrorism.

Disaster studies establishing an association between parent and child disaster reactions usually discuss results in terms of the influence of parents on their children. This study explores a complementary interpretation of this association by focusing on the potential influence of children on their parents. Investigations of 5 disasters and terrorist events included a combined sample of 556 survivor parents and their 1,066 children. Structured diagnostic interviews were administered to survivor parents to obtain diagnostic assessment of pre- and post-disaster psychiatric disorders. Parent survivors also provided information about their own demographics and disaster experiences and about each child's demographics, disaster-related experiences, and disaster reactions (posttraumatic stress symptoms, behavior changes, increased school behavior problems, and decline in grades). The results revealed an association of parent posttraumatic stress disorder with parent injury in the disaster, parent lifetime pre-disaster psychiatric disorder, parent direct exposure to disaster trauma, and each of 4 child disaster outcomes. The analysis suggests the potential for child factors to influence survivors' reactions. Clinicians should query survivors about their children's reactions and ascertain the need for services for the children. Future research should examine the potential that children's reactions influence parent outcomes.

Translating ACE Research into Multi-tiered Systems of Supports for At-risk High-school Students

The Adverse Childhood Experiences (ACE) Questionnaire has provided the basis for a substantial body of research literature that illuminates the enduring social, emotional, academic, health, and life outcome effects of childhood trauma. Additional studies with children and adolescents suggest a strong neurodevelopmental dose-respondent association with high ACE scores and school academic and behavioral problems. As the national effort to include social-emotional learning (SEL) into Multi-Tiered Systems of Supports (MTSS) moves forward in the public schools, the need for psychometrically sound instruments for data-based decision-making becomes critical. The current study investigated a potential relationship between the ACE Questionnaire to more psychometrically sound screening and broadband instruments (Behavior Assessment System for Children (BASC)-3 Self-Report of Personality Form-Adolescent and BASC-3 Behavioral and Emotional Screening System (BESS) Student Form-Adolescent) that are standardized, norm-referenced, multi-gating in design, and commonly used in educational settings. Results indicate that 62% of the students with elevated ACE scores had at-risk scores on the BESS screener. In addition, elevated at-risk scores on the BESS for the students with self-reported elevated ACE scores correlated with multiple at-risk and clinically significant index and composite scores on the broadband BASC-3. The significant index and composite scores created a unique psychological profile of students with high ACE scores who were experiencing significant current distress along with little perceived social support. The results support the use of SEL screening measures that seamlessly and psychometrically link secondary- and tertiary-level diagnostic tools in a multi-gating format in MTSS.

Risk and Resilience among Children with Incarcerated Parents: Examining Heterogeneity in Delinquency and School Outcomes

The present study utilized latent profile analysis with 1088 children with incarcerated parents to identify heterogeneity in behavioral and social problems. Four profiles were observed. The majority (61%) were well-adjusted with low behavioral problems at school and less affiliation with antisocial friends. Youth classified as overactive (20%) displayed frequent disruptive and hyperactive behaviors, while isolated youth (14%) exhibited high loneliness and depression and were most likely to be bullied. Youth in the aggressive profile (7%) exhibited frequent aggression, school behavioral problems, and affiliation with antisocial friends. Although the aggressive profile represented the smallest proportion of the sample, their level of delinquent behavior and number of negative school outcomes were the most concerning. Examination of risk and protective factors by profile found overactive and isolated youth to be more likely to have two or more adults in the household compared to well-adjusted and aggressive youth. Meanwhile, well-adjusted youth had significantly higher school connectedness, parent support, and positive teacher relationships. Aggressive youth were least likely to be raised by a married caregiver. Universal behavioral assessments of children with incarcerated parents would be useful in identifying youth at risk for escalating or persistent delinquency or hyperactivity.

Race Differences in the Effects of Early School Behavior Problems and Substance Use Type on Lifetime Arrest

ABSTRACT Early behavior problems may correlate with adult offending. However, the relationship between early problem behavior and lifetime arrests among known offenders has received little empirical examination. In addition, few studies have explored how the associations between early problem behavior and lifetime arrests may differ among Whites and Nonwhites. It is crucial to understand how early problem behavior is associated with lifetime offending given the growing number of interventions targeting early problem behavior that has the promise to interrupt criminal careers. This study begins to explore the relationship between early problem behavior and lifetime arrests using a sample of men and women who were recently incarcerated in New Jersey. Findings suggest that early problem behavior and the usage of various drugs impact lifetime arrests; however, these factors differ between Whites and Nonwhites. Policy implications, limitations, and directions for future research are discussed.

Implementation of the inclusive CICO Plus intervention for pupils at risk of severe behaviour problems in SWPBS schools

ABSTRACT Check in–check out (CICO) is a widely used and studied behavioural intervention. Although CICO is an effective way to support pupils’ behaviour in a school context, not all pupils benefit from basic CICO. A single-case experimental study was designed to evaluate the effects of CICO Plus support (CICO Plus) for participants whose behaviour was determined to be non-responsive to basic CICO. CICO Plus was planned and implemented with four pupils identified by school CICO teams as needing additional behavioural support. Individual CICO Plus support was planned by multiprofessional teams working on each pupil’s case. The CICO Plus support was based on teaching social skills and behaviour at least three times a week in collaboration with families, schools and social and health care services. A concurrent multiple baseline design revealed increases in pupils’ appropriate behaviour in their targeted behavioural goals and decreases on pupils’ disruptive behaviour in school situations. Fidelity of the CICO Plus intervention and social validity among school personnel were also assessed. Results indicated that practical multiprofessional co-operation is essential to lay the groundwork for inclusive support for pupils at risk of severe problem behaviour.

The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions.

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

The Effects of School Police Officers on Victimization, Delinquency, and Fear of Crime: Focusing on Korean Youth.

As a response to rising concerns about school violence, the Korean National Police Agency began recruiting specialized police officers, called Korean School Police Officers (KSPOs), in hopes that they would reduce in school behavioral and delinquency problems. The current study provides insight into the effects of crime prevention activities in Korean schools, using the 2014 Korean Youth Victimization Survey to advance the knowledge about the role of the KSPOs and their potential impact on delinquency reduction. Results indicate that the presence of KSPOs did not have any significant association with criminal victimization or fear of victimization. In some cases, the presence of KSPOs is associated with higher property crime by students. Implications of these findings for understanding KSPOs and their roles in preventing school crime and improving school environments are discussed. In addition, we discuss how lessons learned from the U.S. may influence future advancements in KSPO approaches and vice versa.

Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.

Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD + ADHD, other diagnoses, or no diagnosis. Children with ASD + ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children.

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include say, show, check, a token economy, and antecedent modification. Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively).

Comparison of children’s school adaptation and problem behaviors in parenting behavior profiles identified by latent profile analysis(LPA)

Comparison of children’s school adaptation and problem behaviors in parenting behavior profiles identified by latent profile analysis(LPA)