Disruptive Behavior Research Articles

Coping Power at the REACH School Network: A pilot feasibility study

Abstract Objectives School-based health centres (SBHCs) provide developmental and mental health care to children with socioeconomic disparities. We piloted a validated behavioural intervention called Coping Power (CP) for children with disruptive behaviour through our SBHC program. The objective of this pilot study was to examine the feasibility of CP in the SBHC setting. Methods All parent/caregiver and child dyads enrolled in CP from 2018 to 2019 and 2021 to 2022 were invited to participate in the study. Demographic information and behaviour rating scales were collected at baseline. Feasibility metrics included attendance and satisfaction survey responses. Results A total of 31 parent/caregiver-child dyads were included. Approximately 40% of families had an annual income of <$49,999. Regarding attendance, 22/31 children/parent/caregiver dyads (70.9%) missed ≤2 sessions. Thirteen parents/caregivers completed the CP satisfaction survey and indicated that they were either ‘somewhat’ (n = 4) or ‘very satisfied’ (n = 9) with the program. Of the 18 children who completed the satisfaction survey, 13 (72.2%) shared that either the ‘sort of’ or ‘for sure’ group helped them cope with their anger better. Conclusions This pilot study found that CP delivered within the SBHCs was feasible. Improving access to CP for disadvantaged children may improve mental health outcomes.

School disengagement as a policy problem: a frame analysis

ABSTRACT School disengagement has become acritical policy concern worldwide. Taking the Australian context as an empirical case, this paper aims to understand how school disengagement has been framed as apolicy problem and what issues remained unproblemised. Guided by policy frame as aconceptual tool and frame analysis as the methodological approach, the paper analyses two purposefully selected national policies relevant to school disengagement. The findings are categorized into three themes: policy problem, policy response, and policy silence. The findings show that the problem of school disengagement is narrowly framed as passive learning, disruptive behavior, and parents’ lack of reliable information about their children’s progress. The policies call for schools to improve student transition and work on understanding the root causes of behavior problems. The analysis also highlights apolicy silence: the impact of adverse learning environments on student engagement, wellbeing, and learning. In closing, the paper emphasizes the importance of framing school disengagement as aform of educational disadvantage that necessitates transformative policy measures.

Neighborhood assets, parenting, and child disruptive behavior in low-income black families.

Neighborhood assets, such as access to recreational facilities, density of residence, and safety, were examined in relation to parenting and disruptive behavior in early childhood. Examining data from a low-income Black preschool sample, this study investigated how self-reported neighborhood assets and observed parenting behaviors interactively predict observed disruptive behavior in children. Findings revealed a significant relationship between parenting and child behavior, where parenting with high sensitivity and engagement and parenting with less verbal and physical interference and intrusiveness predicted fewer child disruptive behaviors. There was also a significant interaction between neighborhood assets and parenting behaviors on child disruptive behavior, in which nonoptimal parenting behaviors predicted child disruptive behaviors to a greater degree in neighborhoods with fewer assets. On the other hand, optimal parenting was protective of child outcomes under conditions of fewer assets, above and beyond parenting in neighborhoods with greater assets. Few studies have examined this complex relationship between the neighborhood, parenting, and child disruptive behavior with the use of self-report and observational measures utilized in this study. Furthermore, few studies have examined this relationship within such a high-risk preschool sample. Given these findings, there is a need to improve neighborhoods to better support families. Additionally, clinicians may need to be more attentive to the effects of parenting and neighborhood assets on disruptive behavior in early childhood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent

Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.

Associations Between Sleep Health and Child Behavior at Age 6 Years in the INSIGHT Study.

Suboptimal sleep is associated with disruptive behaviors in childhood. We evaluate associations of mean and variability (SD) of sleep duration, quality, and timing with emotion regulation, impulsivity, and prosocial and antisocial behavior in children. Intervention Nurses Start Infants Growing on Healthy Trajectories, a randomized controlled trial designed for obesity prevention, compared a responsive parenting intervention delivered in the first 2.5 years after birth with a home safety control group. At age 6 years, children wore an actigraphy device for 7 days and participated in behavioral tasks evaluating behavioral control, emotion regulation, and prosocial and antisocial behaviors. Separate linear regression models examined associations between sleep and behavioral variables, adjusting for study group, child sex, and household income. Moderation analysis investigated whether the study group moderated relationships between sleep and positive age-appropriate behavior. Children (N = 143, age 6.7 ± 0.3 years) were predominantly non-Hispanic White (95%). Mean actigraphic sleep duration, quality, and timing were not associated with behavioral variables. By contrast, greater variability in sleep onset timing was associated with greater impulsivity (B = 0.85, p = 0.004) and poorer emotion regulation (B = -0.65, p = 0.01). Greater variability in sleep midpoint timing was associated with greater impulsivity (B = 0.80, p = 0.03). The study group moderated the effect of sleep onset variability on behavior; only the home safety control group exhibited a significant negative relationship between variability in sleep onset timing and emotion regulation (B = -1.28, p = 0.0002). Findings support the importance of consistency in sleep timing and how this may play a greater role in children's behavioral and emotional outcomes than mean actigraphic sleep duration and quality.

Effect of Classroom management techniques on students’ performance at higher secondary level

Classroom management techniques play a crucial role in shaping students' performance by creating an organized and supportive learning environment that fosters engagement and minimizes disruptive behaviors. Effective strategies, such as establishing clear expectations and promoting positive interactions, directly enhance students' academic achievement and social development. The design of the study is descriptive in nature. This study was quantitative research. In the realm of quantitative research, positivism serves as the leading philosophical paradigm. Residents of the district of Lahore who were enrolled in public higher secondary schools made up the entire population. The questionnaires were the instrument that was used for the investigation. Experts' comments were used to determine the validity of the questions, and pilot testing was used to determine the reliability of the questionnaires. The use of inferential methods, specifically regression analysis, was made. The results of the research indicate that there was a highly significant effect of classroom management strategies on the academic performance of students who were enrolled in further secondary education.

Assessing the impact of a video literacy program on emotional intelligence and resilience to extremism in primary school children

This research aimed to enhance emotional awareness and engender empathy among primary school students in Pakistan through education, ultimately fostering emotional regulation and preventing disruptive behaviors. While emotional intelligence (EI) is increasingly recognized as a vital component in counter-terrorism efforts, it is seldom emphasized by young primary school students. Research suggests that educational programs based on videos and cartoons can help children retain information effectively over time. Therefore, an educational program was designed around a video/animated cartoon series focusing on EI themes of developing empathy and emotional awareness. This program included teaching aids, worksheets, and activity-based learning. It was conducted using a mixed methods approach within a quasi-experimental design in two primary schools in Pakistan’s Rawalpindi/Islamabad region. Pre- and post-test assessments revealed that students initially lacked awareness of core EI concepts and had limited prior knowledge of empathy. However, significant improvements were observed in their post-test scores across all EI-related areas. The findings suggest that incorporating EI training into school curricula could help nurture emotional resilience and mitigate extremist tendencies among children in the future.

Bias Sensitivity in Diagnostic Decision-Making: Comparing ChatGPT with Residents.

Diagnostic errors, often due to biases in clinical reasoning, significantly affect patient care. While artificial intelligence chatbots like ChatGPT could help mitigate such biases, their potential susceptibility to biases is unknown. This study evaluated diagnostic accuracy of ChatGPT against the performance of 265 medical residents in five previously published experiments aimed at inducing bias. The residents worked in several major teaching hospitals in the Netherlands. The biases studied were case-intrinsic (presence of salient distracting findings in the patient history, effects of disruptive patient behaviors) and situational (prior availability of a look-alike patient). ChatGPT's accuracy in identifying the most-likely diagnosis was measured. Diagnostic accuracy of residents and ChatGPT was equivalent. For clinical cases involving case-intrinsic bias, both ChatGPT and the residents exhibited a decline in diagnostic accuracy. Residents' accuracy decreased on average 12%, while the accuracy of ChatGPT 4.0 decreased 21%. Accuracy of ChatGPT 3.5 decreased 9%. These findings suggest that, like human diagnosticians, ChatGPT is sensitive to bias when the biasing information is part of the patient history. When the biasing information was extrinsic to the case in the form of the prior availability of a look-alike case, residents' accuracy decreased by 15%. By contrast, ChatGPT's performance was not affected by the biasing information. Chi-square goodness-of-fit tests corroborated these outcomes. It seems that, while ChatGPT is not sensitive to bias when biasing information is situational, it is sensitive to bias when the biasing information is part of the patient's disease history. Its utility in diagnostic support has potential, but caution is advised. Future research should enhance AI's bias detection and mitigation to make it truly useful for diagnostic support.

High‐dose propranolol decreases aggression in young people with autism

As many as two‐thirds of individuals with autism spectrum disorder (ASD) experience challenging symptoms of irritability, including aggression and self‐injury. The antipsychotics risperidone and aripiprazole are approved for the treatment of irritability associated with ASD; however, their adverse effects can compromise long‐term use in many patients. Based on longstanding case reports showing promising results for the beta‐blocker propranolol in reducing challenging symptoms in ASD, investigators conducted a randomized, double‐blind, placebo‐controlled crossover trial to evaluate the feasibility of high‐dose propranolol for treating aggression in patients with ASD. The investigators recruited youths and young adults aged 12 to 30 with ASD and a history of severe and chronic aggression, self‐injury, and disruptive behaviors that interfere with daily activities. Participants were required to have had an inadequate trial of at least two psychotropic medications, including at least one antipsychotic. Dosing of propranolol started at 10 mg three times a day and could be increased until adequate therapeutic response was achieved, to a maximum dose of 200 mg three times a day. Most study visits were conducted via telehealth in order to minimize patient schedule disruption. The primary outcomes were change in scores on the Clinical Global Impression‐Improvement (CGI‐I) and Aberrant Behavior Checklist‐Community (ABC‐C) scales from baseline to study endpoint. Six participants with a mean age of 16 years were enrolled. The investigators found that propranolol resulted in mean reductions of 50% in scores on the CGI‐I and 37% in scores on the ABC‐C. Effect sizes were large for both measures: –0.74 for the CGI‐I and –0.64 for the ABC‐C. “As this was a feasibility pilot study, we had a small sample that limits the generalization of our results to a wider population, and therefore, until a placebo‐controlled, double‐blind study with an adequate number of subjects is conducted, the clinical value of this report is limited,” the study's authors wrote. [London, E., et al. (2024). J Clin Psychopharmacol. https://doi.org/10.1097/JCP.0000000000001895]

Deviant Behaviors in School Among Adolescents: Managing Disruptive Behavior in English as a Second Language (ESL) Reading Class Case Study: Schools in Durrës, Albania

The deviant behavior of students in the classroom is a highly intriguing subject to investigate due to the fact that it is a multifaceted issue that encompasses a variety of factors, including the family, society, the teacher, and primarily the individual and the school. The focus of this investigation will be solely on the adolescent and the deviant behaviors that are demonstrated during the learning process. Additionally, we will propose strategies for managing this behavior in English as a Second Language (ESL) Reading Classrooms. In this paper, the term "deviant behavior" will be used interchangeably to refer to deviant behaviors that involve students violating rules during lessons. The primary objective of this investigation is to determine the most prevalent forms of deviant behavior in Albanian schools and to conduct a comparison between industrial and non-industrial regions in order to gain a more comprehensive understanding of this expanding phenomenon. Nevertheless, this will be further investigated in the course of the investigation. The study included 80 pupils, 40 of whom were enrolled in the "Gjergj Kastrioti" gymnasium in Durrës and another 40 in the "Besnik Hidri" gymnasium in Shenavlash, Durrës. A questionnaire was utilized as the research instrument to verify one of the study hypotheses: Students residing in non-industrial areas are more likely to engage in deviant behavior. Graphs and tables were employed to illustrate the data using Microsoft Excel. The results of the study did not indicate any significant disparities between pupils in industrial and non-industrial areas in terms of their attitudes toward the situation or their recommendations for preventive school methods. Nevertheless, it is intriguing to observe alternative manifestations of these behaviors in one of these educational institutions. Several recommendations are provided at the conclusion of the study for the prevention and management of deviant or deviant behaviors in students. Received: 12 July 2024 / Accepted: 21 October 2024 / Published: 05 November 2024

Teachers' Strategies for Managing Disruptive Behavior in The Classroom During The Learning Process

This study aims to examine the strategies employed by teachers at Madrasah Ibtidaiyah Negeri 2, Banjarmasin to manage disruptive behavior in the classroom during the learning process. The research employs a qualitative methodology, utilizing descriptive analysis based on data gathered from semi-structured interviews with teachers and a review of related literature. This approach allows for a comprehensive understanding of the practical techniques used by educators in real-time classroom settings and assesses their effectiveness in creating a conducive learning environment. The findings reveal that teachers at Madrasah Ibtidaiyah Negeri 2 effectively utilize a combination of behaviorist and constructivist strategies to manage and mitigate disruptive behaviors. Key strategies include the application of positive reinforcement to encourage desirable behaviors and the establishment of clear, consistent rules to provide structure. Additionally, the use of engaging and interactive teaching methods has been shown to significantly reduce instances of disruptive behavior by maintaining high levels of student involvement and interest. Despite these positive outcomes, challenges such as the diverse nature of the student body and varying degrees of parental support pose obstacles to the uniform application of these strategies. The research indicates that while the employed strategies are generally effective, they require continuous adaptation and support to address these challenges adequately.

Investigating the association of mechanical restraint with somatic harmful outcomes: national register-based study.

Coercive measures to manage disruptive or violent behaviour are accepted as standard practice in mental healthcare, but systematic knowledge of potentially harmful outcomes is insufficient. To examine the association of mechanical restraint with several predefined somatic harmful outcomes. We conducted a population-based, observational cohort study linking data from the Danish national registers from 2007 to 2019. The primary analyses investigated the association of mechanical restraint with somatic adverse events, using panel regression analyses (within-individual analysis) to account for repeated exposures and outcomes. Secondary between-group analyses were performed with a control group exposed to types of coercion other than mechanical restraint. The study population comprised 13 022 individuals. We report a statistically significant association of mechanical restraint with thromboembolic events (relative risk 4.377, number needed to harm (NNH) 8231), pneumonia (relative risk 5.470, NNH 3945), injuries (relative risk 2.286, NNH 3240) and all-cause death (relative risk 5.540, NNH 4043) within 30 days after mechanical restraint. Estimates from the between-group analyses (comparing the exposed group with a control group of 22 643 individuals) were non-significant or indicated increased baseline risk in the control group. A positive dose-response analysis for cardiac arrest, injury and death supported a causative role of mechanical restraint in the reported associations. Although the observed absolute risk increases were small, the derived relative risks were non-negligible considering that less restrictive interventions are available. Clinicians and decision makers should be aware of the excess risk in future decisions on the use of mechanical restraint versus alternative interventions.

Parent-Child Interaction Therapy as Applied to Turkish Families: Effectiveness for Children with Behavior Problems and Their Caregivers

This study assessed the impact of Parent-Child Interaction Therapy (PCIT) on caregiver and child outcomes in Türkiye using a non-concurrent multiple baseline design (N = 3). Improvements in child disruptive behavior frequency were observed, with a large effect across participants (Tau-U = −0.74) and perceived problematic child behaviors (Tau-U = −0.87). School refusal, anxiety symptoms, and child emotion regulation improved with reliable change indices indicating clinically significant improvements (>1.96). Clinically significant decreases (RCI >1.96) in parenting stress and parent emotion regulation difficulties were also observed. Parents demonstrated improvements in parenting skills, as outlined by the PCIT protocol. This study highlights PCIT’s efficacy within a novel cultural context.

An Equine-Assisted Intervention Versus Non-Manualized Psychotherapy for Youth in a Residential Childcare Facility

AbstractCharacteristics of individuals with disruptive behavior disorders often include elevated externalizing behaviors such as impulsivity, defiance of authority and antagonism of social norms. Evidence shows that adolescents diagnosed with these types of disorders are particularly challenging to treat; however, therapies incorporating horses have shown some success. We examined the impact of an equine-assisted intervention compared to a non-manualized cognitive behavioral therapy in youth between 12- and 18-years old living in a residential childcare facility. Upon admittance, youth were administered three assessments: the Youth Self-Report, Adolescent Psychopathology Scale, and Basic Empathy Scale. Youth scoring in the clinical range for at least one externalizing subscale of the Youth Self-Report were assigned to equine-assisted intervention (EQI; N = 23) or non-manualized cognitive behavioral therapy (NM-CBT; N = 20) groups. Each group received a total of 7 h of treatment per week (three 2-hr group sessions and one 1-hr individual session) for 24 weeks. After 24 weeks of treatment, the same three assessments were administered a second time. There were no significant differences between the NM-CBT and EQI groups in the amount of change between assessments. A significant time effect was found for total externalizing behaviors in the Adolescent Psychopathology Scale and Youth Self-Report such that these measures were within the normal range after 24 weeks of treatment for participants in both groups.

28 Vaccination experiences for children with special needs - An examination of the impact of behaviours on vaccine uptake

Abstract Background While vaccines have been one of the most effective medical interventions to reduce the morbidity and mortality of many communicable illnesses, many factors have led to suboptimal immunization rates amongst paediatric patients. One of which that has not been explored widely in research literature is the impact of maladaptive behaviours on annual immunization rates. Behaviours such as aggression, agitation and flight are common amongst children with a neurodevelopmental diagnosis such as autism spectrum disorder, global developmental delay, and intellectual delay. When children are young, physical restraints by parents are often the method used to aid in the administration of the vaccine. However, as they age physical restraints is often regarded as inappropriate. Objectives The purpose of this study is to determine the extent in which disruptive behaviours (aggression, agitation and flight) affect annual vaccination rates for children with a neurodevelopmental diagnosis above the age of 6 years where physical restraining for vaccinations is no longer deemed appropriate or safe. Design/Methods Families with children diagnosed with Autism Spectrum Disorder (ASD), Intellectual Disorder (ID), and/or Global Developmental Delay (GDD) aged 6-17 years, seen through outpatient clinics at the Ron Joyce Children’s Health Centre of McMaster Children’s hospital in Hamilton between November 2022 – April 2023 were invited to participate in this cross sectional survey. The study aimed to capture both quantitative data on vaccine uptake and qualitative data on how vaccination experiences could be improved for children with neurodiversity. Results A total of 109 participants completed the survey. Among them, forty-three (39%) participants had a diagnosis of ASD and sixty-six (51.2%) had a diagnosis of global developmental delay or intellectual disability. Forty-six (45.6%) and 82 (76%) did not receive the Covid-19 and the influenza vaccination respectively. Of the children that did not receive the CoVid-19 vaccine, fourteen (30%) of the families had brought their child to be vaccinated, but the health care team could not administer the vaccine due to their child’s behaviours and twenty-one (37%) of the families anticipated that the vaccination would be a difficult experience because of their child’s behaviours and did not bring their child to get vaccinated. Of the children that did not receive the influenza vaccine, fifteen (18%) families had brought their child to be vaccinated, but the health care team could not administer the vaccine due to the child’s behaviours and 42 (50%) families anticipated that the vaccination would be a difficult experience because of their child’s behaviours and did not bring their child to get vaccinated. The main themes that emerged from the studies on ways to improve the vaccination experience for families include administering the vaccine in a low sensory environment, decreasing wait time, and ensuring clinic staff have experience in caring for children with special needs. Conclusion Children with special needs are a vulnerable population warranting concerted effort to ensure equitable access to immunizations. Interventions such as clinics specifically designed for children with neurodiversity should be implemented with the hope to further improve immunization rates within this population.

Consumer Psychology in the Digital Age: How Online Environments Shape Purchasing Habits

The advent of the digital age has profoundly changed consumers’ mindsets and habits. The rapid development of e-commerce and the widespread use of mobile applications have created enormous demand for individual recommendation systems based on mass data. This system not only increases the convenience of purchases and conversions but also alters the purchasing behavior of consumers, leading them to make choices subconsciously. Potential risks associated with large-scale data sharing and usage have heightened consumer concerns regarding privacy, thereby weakening the foundational trust in platforms and deterring them from shopping. Additionally, the rapid growth of e-commerce in the digital age, coupled with changing market circumstances, has intensified psychological pressure on consumers, making their decision-making processes more complex and difficult. Furthermore, the program will explore issues related to improving customer experience, developing individual marketing strategies, and designing customer loyalty plans. It will also address questions of privacy in a digital environment, the dilemmas of excessive or disruptive consumption behavior, and the complexity and diversity of consumer behavior in the face of digital change. The objective of this study is to develop a fear study that will enable a better understanding of the impact of online shopping on consumer behavior and provide a strategic guide for retailers to meet the challenges and opportunities presented by the digital age.

Multisystemic Therapy for a Child in Difficult Circumstances With Disruptive Behavior in China: A Single-Case Design

Purpose: This study aims to address concerns about the ability of Chinese social workers to collaborate with multiple systems and effectively implement multisystemic therapy (MST), given their low professional status. Based on the first MST practice in Mainland China, the study evaluates the effectiveness of MST in addressing disruptive behaviors in a child in difficult circumstances (CDCs), assesses its fitness within the Chinese context, and explores strategies for social workers to collaborate within the contexts of the specialized protection system for CDCs and the establishment of social work service stations. Method: A single-case AB research design with repeated measures across multiple contexts was adopted. Results: The study suggests MST's potential effectiveness and cultural and political compatibility in China, and identifies three strategies for social workers to intervene across multiple systems. Conclusion: MST could be a valuable tool in social work practice with proper integration into local systems in China.

Organic food consumption during pregnancy and symptoms of neurodevelopmental disorders at 8 years of age in the offspring: the Norwegian Mother, Father and Child Cohort Study (MoBa)

BackgroundPartially driven by public concerns about modern food production practices, organic food has gained popularity among consumers. However, the impact of organic food consumption during pregnancy on offspring health is scarcely studied. We aimed to investigate the association between maternal intake of organic food during pregnancy and symptoms of attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in offspring at 8 years of age.MethodsThis study was based on the Norwegian Mother, Father and Child Cohort Study (MoBa) and the Medical Birth Registry of Norway (MBRN). The total study sample included 40,707 mother–child pairs (children born 2002–2009). Organic food consumption during pregnancy was assessed by six questions from a food frequency questionnaire in mid-pregnancy (sum score 0–18). Symptoms of ADHD and ASD in the offspring aged 8 years were measured by ADHD (0–54) and ASD (0–39) symptom scores based on the Parent/Teacher Rating Scale for Disruptive Behaviour disorders and the Social Communication Questionnaire. Associations between maternal intake of organic food during pregnancy and symptoms of ADHD and ASD in the offspring were analyzed using regression models with adjustment for covariates such as maternal anxiety and depression, including sibling analysis.ResultsMean ADHD and ASD symptom scores in the offspring differed only slightly by maternal intake of organic food. The covariate-adjusted unstandardized regression coefficient (adjusted(Adj)beta) with 95% confidence interval for the ADHD symptom score with one unit increase in organic food sum score was 0.03 (0.01, 0.05). Similarly, Adjbeta for autism symptom score was 0.07 (0.04, 0.10). For ADHD, the adjusted estimates weakened when adjusting for maternal symptoms of ADHD. The sibling analyses showed no significant results with Adjbeta − 0.07 (− 0.15, 0.01) and − 0.001 (− 0.12, 0.12) for ADHD and ASD outcomes, respectively.ConclusionsWe observed weak positive associations between frequent maternal organic food consumption during pregnancy and offspring ADHD and ASD symptom levels at 8 years of age. This trend weakened or disappeared after adjusting for maternal symptoms of ADHD, and in sibling analyses, suggesting that the associations mainly reflect genetic confounding. Our study indicates that consumption of organic food during pregnancy should neither be considered a risk factor nor protective against symptoms of ADHD and ASD in offspring.

Examining Use of Pharmacotherapy for Behavioral Support Among Americans with IDD Using Machine Learning

ABSTRACT Background Adults with intellectual and developmental disabilities (IDD) often have behavioral support needs that must be met in order to live in community settings. Pharmacotherapies are often used to meet such needs. We explored factors that predict medication for behavioral support among adults with IDD. Methods We integrated three major U.S.- based IDD-specific datasets over multiple years, creating a large dataset. We used machine learning to build and test an algorithm to predict factors associated with the use of pharmacotherapies to address behavioral support needs for adults with IDD. Findings Our algorithm correctly predicted the use of pharmacotherapies with about 79% accuracy. Top predictors of medication use to address behavioral support needs included disruptive behavior, use of medication to treat a mental health condition, and presence of an autism diagnosis. Conclusions Use of behavior plans should be given more attention in conjunction with medication use, especially in relation to managing disruptive behavior.

Investigating English as a Foreign Language Classroom Management in the Mauritanian Secondary Schools

This research is conducted to investigate the issue of EFL classroom management, aiming at discovering the various types of students’ misbehavior, their reasons, and teachers’ management strategies. In accordance with these objectives, a qualitative method was employed through the use of one-to-one interview technique. The participants were limited to 14 teachers from different secondary schools in Mauritania and 102 students from three secondary schools located in Nouakchott, Boghe and Maata Moulana. The study revealed four types of misbehavior made by students: verbal, non-verbal, confrontational and non-confrontational, and the reasons were summarized as lack of time management, unfriendly relationship, inappropriate instructional methodologies, students’ disengagements in learning, poor learning environment, teachers’ characteristics, students’ low proficiency, affective attitudes, lack of ethics, and overcrowding. To deal with this issue, teachers adopted four coping management strategies: preventive, supportive, corrective and ignoring strategies. These strategies decrease the students’ disruptive behavior and contribute to their focus on achieving better academic results.