Disruptive Classroom Research Articles

Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten?

In recent decades, there has been a policy push for including students with disabilities in general education classrooms. Little is known, however, on the effects that this classroom compositional change may have on other students. This study focuses on the increased presence of classmates with emotional/behavioral disabilities (EBDs), as these children often exhibit behavioral disruptions. Given that classroom disruptions are associated with decreased school engagement, we tested for an association between the presence of classmates with EBDs and other students’ absences. Using a national dataset and relying on within-school variation in classrooms that do and do not have a classmate with an EBD as well as a rich set of control variables, we found that annual student absences increased when students had a classmate with an EBD. Further, the likelihood of being chronically absent was higher when students had a classmate with an EBD. Importantly, we examined what malleable factors might support inclusion for more successful classroom environments. We found an array of teacher and classroom characteristics that could create more supportive classrooms for all children. Implications for how compositional changes to inclusive classroom contexts might address all children’s needs are discussed.

Abweichendes Verhalten in schulischem Unterricht – eine Frage des Charakters?

Classroom disruptions due to deviant behavior result in different consequences concerning the time of active learning, the teaching climate and the choice oft he teaching method. In pedagogical perspective deviant behavior ist the expression of individual dispositions of personality in a concrete situation, which can be influenced by pedagogical measures. Positive Psychology with its model of character strengths provides a lever to explain deviant behavior with the shape of individual characterstrengths. In this paper the authors generate hypotheses about this relationship empirically. As a result they found evidence for a correlation between characterstrenghts and deviant behavior in the sample. Moreover assumptions were made relating form and characteristics of this relationship.

Disruptive peers and the estimation of teacher value added

Classroom disruption is often cited as an obstacle to effective teaching, yet little is known regarding how disruptive students influence classroom learning and teacher evaluation. In this study, we show that students with serious behavioral difficulties substantially reduce the academic performance of their peers. Since standard value-added models fail to account for these peer effects, we find that some teachers’ value added is penalized because of the students she is assigned. Importantly, we show that the assignment of disruptive students to teachers is non-random, so these peer effects do not impact the evaluation of all teachers equally.

Changes in Adult Behavior to Decrease Disruption From Students in Nonclassroom Settings

Decreasing classroom disruptions that result from hallway-related behavior in high school settings can be very challenging for high school staff. This article presents a case example of preventing problem behavior related to hallway settings in a high school with over 1,200 students. The interventions are described, and the results of the plan are included.

Perceptions of Teachers on the Ban of Corporal Punishment in Pre-Primary Institutions in Kenya

The purpose of the study was to investigate perceptions of teachers on the ban of corporal punishment in pre-primaryinstitutions. The objectives of the study were to investigate teachers’ attitudes towards corporal punishment ban inpre-schools and to establish whether the level of education of teachers had an influence on the use of corporalpunishment. A descriptive survey design was used. Stratified sampling was used to select the pre-schools; simplerandom sampling was applied to select all the teachers in the pre-schools. Data was collected through questionnairesand analyzed using both quantitative and qualitative approaches. Major findings indicated that: 71% agreed thatreasonable corporal punishment is beneficial to the pre-school learners; 80% of the pre-school teachers used corporalpunishment to maintain order in the classroom; Teachers perceived negatively the outlawing of corporal punishment;the level of teachers’ education had no influence on the use of corporal punishment. The instances when corporalpunishment was used by teachers were non-academic. The results form a basis of re-thinking the initial teacherstraining curriculum and subsequent in-service training in regard to classroom disruptions and how best they could behandled. As changes occur in educational setting, courses for training of teachers in the initial course, inductioncourse or later in-service courses must reflect such changes and support and develop relevant skills in the staff uponwhom these changes will impinge. The teacher trainee ought to be exposed to other methods of behaviourmodification and these methods should have their own content and well researched.

The relationship between ethnic diversity and classroom disruption in the context of migration policies

This paper studies the relationship between ethnic school composition and classroom disruption in secondary education in the context of migration policies. We measured classroom disruption using students’ reports from 3533 schools in 20 countries provided by cross-national PISA (Programme for International Student Assessment) 2009 data. We employ the migrant share and the ethnic diversity net of the native share as indicators of the ethnic composition of a school. The MIPEX (Immigrant Integration Policy indEX) is used as an indicator of migration policies. Our results show a positive association between ethnic school diversity net of the migrant share and classroom disruption. Furthermore, we show a negative interaction term of the migration policy and ethnic diversity. Consequently, our results indicate that students in countries with a more inclusive migration policy are at least less harmed by influence of ethnic school diversity regarding classroom disruption. Findings partly support the “contact hypothesis” and reject the “threat hypothesis” in an educational context.

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed.

Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities.

The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up.

Incremental beliefs of ability, achievement emotions and learning of Singapore students

This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.

Examination of the Psychiatric-Mental Health Advanced Practice Registered Nurse Role as a Behavioral Consultant Within the School Setting

Management of disruptive behaviors is one of the many challenges and stressors faced by teachers within the school setting. Most teachers lack sufficient training and understanding of behavioral symptoms exhibited by students in the classrooms. Teachers often find themselves reacting to disruptive behaviors as opposed to preventing the occurrence of these behaviors, which compromises the therapeutic learning environment and leads to inappropriate referral of students for psychiatric evaluations. Minimum efforts have been channeled toward the enhancement of teachers’ knowledge of disruptive behaviors and classroom management strategies for students who exhibit disruptive behaviors. A review of the literature was conducted to examine current knowledge on the problem of managing disruptive behaviors exhibited by students in the classroom and interventions to change and improve current practice in school settings. The development of a classroom management intervention by a psychiatric-mental health (PMH) advanced practice registered nurse (APRN) behavioral consultant within the school setting will be discussed. Provision of a classroom management intervention by a PMH APRN behavioral consultant in the school setting enhances teachers’ knowledge of disruptive behaviors, improves classroom management, and facilitates appropriate referrals of students for psychiatric evaluation.

Cell Phones in the Classroom

This study employed a survey to examine the perceptions of 92 preservice teachers enrolled at a small Midwestern liberal arts university regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the classroom. The study also compared the perceptions of the preservice teachers classified as digital natives with those of the preservice teachers classified as digital immigrants (Prensky, 2001) to determine if there was a relationship between perceptions and age. Results from the analysis of the survey indicated that although most of the preservice teachers were unsure about allowing cell phones in the classroom, they indicated that the devices’ calculator, access to the Internet, and audio player features provided instructional benefits. In addition, more than half identified anywhere/anytime learning opportunities, increased student engagement, opportunities for differentiation of instruction, increased communication, and increased student motivation as benefits of using cell phones in the classroom. Their leading concerns included classroom disruptions and cheating. Pearson Chi Square tests found no relationship between preservice teachers’ perceptions and age. The results of this study have implications for teacher education programs that are interested in teaching/modeling the use of mobile technology in classroom instruction as well as bring your own device (BYOD) initiatives.

The Relationship Between ADHD Symptom Dimensions, Clinical Correlates, and Functional Impairments

To better understand how heterogeneity in attention-deficit hyperactivity disorder (ADHD) symptoms relates to heterogeneity in functional impairment domains in children with ADHD after accounting for demographic variables and comorbidities, in particular oppositionality and internalizing symptoms. Parents and teachers (n = 5663) rated child/adolescent impairments across impairment domains in the International Classification of Functioning, Disability and Health as well as symptoms of ADHD and comorbidities. Hierarchical regressions were conducted to assess the relationship between parent and teacher ratings of ADHD symptom domains and functional impairments after accounting for personal factors and comorbid disorders. Symptoms of inattention were the strongest predictors of ratings of academic (math, writing, and so on) functioning, while hyperactivity/impulsivity symptoms were the strongest predictor of classroom disruption even after accounting for the presence of learning disorders and oppositional symptoms. Symptoms of ADHD accounted for minimal variance in interpersonal functioning or participation in organized activities after controlling oppositional symptoms. The ADHD symptom domains demonstrate domain-specific relations with various ADHD-related functional impairments. In addition, the results highlight the role of oppositionality in interpersonal relationship difficulties and participation in organized activities.

School Violent Crime and Academic Achievement in Chicago

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

Critical Pleasure, Visceral Literacy, and the Prik of Conscience

The Prik of Conscience is a lengthy and widely distributed medieval poem (more than 9,600 lines, more than 115 surviving manuscripts). But should we call it literature? Spurring vigorous discussions of aesthetic value and providing a vivid introduction to spoken Middle English, the Prik of Conscience functions as a usefully disruptive classroom “voice.”

OP90 Evaluating Mental Wellbeing in Children with Health Related Barriers to Learning: Results of a Quasi-Experimental before and after Intervention

BackgroundClear associations have been demonstrated between poor mental health, behavioural problems and low educational attainment in secondary school children while negative self-perceptions are associated with truancy and classroom disruption at...

Predicting Student Outcome Measures Using the ASCA National Model Program Audit

This study explored the prediction of student outcome variables from the ASCA model level of program implementation. A total sampling of schools from two suburban school districts was conducted. Outcome variables were measures of math and reading achievement scores, attendance and graduation rates.At a time when accountability within the school counseling profession is at the forefront, school counselors are required to present evidence which validates the effectiveness of daily practices. The American School Counselor Association (ASCA) created a framework for implementing comprehensive developmental school counseling programs through specification of standards and competencies. But does degree of implementation of the ASCA National Model (2005) affect the ability of school counselors to meet student needs? This assertion is supported by correlative or indirect research which indicates the positive effects of fully implemented school counseling programs (Brigman & Campbell, 2003; Carrell & Carrell, 2006; Lapan, Gysbers, & Kayson, 2007; Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997; McGannon, Carey, & Dimmitt, 2005; Nelson, Gardner, & Fox, 1998; Sink, 2005; Sink & Stroh, 2003; Whiston & Wachter, 2008).A focus on attaining the goals of a comprehensive program is essential to initiate systemic change and to establish the school counseling program as an integral part of the total educational process. School counselors develop and refine their roles in order to meet the diverse needs of students and the school community. Transitioning from the traditional guidance program, or no program at all, to a comprehensive, developmental school counseling program is a demanding task, but is attainable through collaboration among school counselors and stakeholders. A program audit is a fundamental step in this process as well as in evaluating where a counseling program currently is and establishing where the program aims to go in the future.ASCA (2005) presented a standardized framework for creating a comprehensive school counseling program that supports the academic, career and personal/social development of students throughout their academic careers. According to ASCA, a school counseling program is comprehensive, preventative and developmental in nature. This framework provides school counselors with an all-inclusive approach to program foundation, delivery, management and accountability. Similar to the Education Trust (2009) and College Board (2009), ASCA promotes a new vision for the school counseling profession which reflects accountability, advocacy, leadership, collaboration, and systemic change within schools, positioning professional school counselors as essential contributors to student success.The extant literature reveals much support for the positive benefits of school counseling programs for students. As a result of fully implemented school counseling programs, students enjoy higher grades (Lapan et al., 2001; Lapan et al., 1997), better school climate (Lapan et al., 1997), higher satisfaction with education (Lapan et al., 2001; Lapan et al., 1997), more relevant education (Lapan et al., 2001), higher ACT scores (Nelson et al., 1998), and greater access to more advanced math, science, technical and vocational courses (Nelson et al., 1998). Studies also have provided evidence of fewer classroom disruptions and improved peer behavior among students who participated in comprehensive school counseling programs (Brigman & Campbell, 2003; Lapan, 2001; Lapan et al., 2007; Lapan et al., 1997; Sink, 2005; Sink & Stroh, 2003).The program audit is an evaluation tool used to determine the extent to which components of a comprehensive program are implemented and helps to make decisions concerning future directions that a school counseling program will take. A program audit, or process evaluation assists school counselors in implementing the standards and components of a comprehensive school counseling program, in addition to identifying areas for improvement or enhancement (ASCA, 2005). …

Misbehaviour in Jordanian Secondary Schools

The main goal of the current study is to explore the demographic variables that are related to student misbehaviour in Jordanian high schools in the Governorate of Jarash using a survey research design. The level of student misbehaviour is measured by a questionnaire consisting of 30 items distributed over the three categories disobedience, classroom disruption and vandalising school property. The results of the present study show that student misbehaviour differs significantly in respect to the students’ academic achievement and the parents’ level of education. However, student misbehaviour does not differ significantly according to the students’ monthly family income. The findings of the study has viable implications for future school reforms and includes recommendations to improve the role of the family and the school in modern secondary education.

Application of self‐modeling to externalizing and internalizing disorders

AbstractThe self‐modeling intervention has been studied for more than 40 years, most often through single‐subject research design. This article evaluates the use of the intervention with behaviors associated with both externalizing and internalizing disorders. It compares and summarizes the use of the self‐modeling intervention with behaviors such as: disruptive classroom and social‐setting behaviors. Attention‐Deficit/Hyperactivity Disorder‐associated behaviors, anxiety, depression, fear, and self‐efficacy. Behaviors associated with disorders such as stuttering, selective mutism, and autism are not included in this review as they are covered more in‐depth in other articles contained within this special issue. In general, the self‐modeling intervention is supported for use in a variety of behaviors associated with both internalizing and externalizing disorders. Practitioners are advised to use the methods outlined in this article as support for incorporating the self‐modeling intervention for school‐aged children with both internalizing and externalizing disorders. © 2011 Wiley Periodicals, Inc.

Characterizing Misbehaviour among Jordanian High School Students

The main purpose of this paper is to investigate the level of student misbehaviour and to explore the types of student misbehaviour among Jordanian high school students in the Governorate of Jarash. This paper presents the findings of a survey conducted to identify the level and type of misbehaviour. It emphasizes the important role school plays in reinforcing positive societal norms and values in teenagers with the ultimate aim to produce well-adjusted young adults. The findings support the idea that factors such as gender and grade level affect the type and level of misbehaviour exhibited by Jordanian high school students. The results of this study also revealed that the majority of the respondents showed a low level of misbehaviour. The most frequent types of misbehaviour found among Jordanian high schools students were disobedience, classroom disruption and vandalizing school property. Student misbehaviour differs significantly according to the students’ gender, grade level and the type of school they attend.

Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers In the Classroom

We estimate the extent of ability peer effects and explore the mechanisms through which they operate. Using within-school variation in the proportion of low-ability students in Israeli schools, we find that the proportion of low-ability peers has a negative effect on the performance of regular students. An exploration of the underlying mechanisms show that, relative to regular students, low-ability students report higher levels of satisfaction with their teachers. However, a higher proportion of low-ability students has detrimental effects on teachers’ pedagogical practices and on the quality of inter-student and student–teacher relationships, and increases the level of violence and classroom disruptions.