Disruptive Classroom Behavior Research Articles

Testing the effects of delinquent peers and self‐control on disruptive behaviors in the college classroom

While many studies have examined the effects of disruptive behaviors in the secondary classroom, few have focused on disruptive behaviors in the college classroom. Also, no study has examined whether concepts from criminological theories (i.e., self‐control and delinquent peer association) predict disruptive behaviors in the classroom, controlling for delinquent behaviors outside of the classroom. Using self‐reported data from 705 college students, this study found that delinquent peer association, low self‐control, and delinquency were all significantly related to a participant’s level of disruptive classroom behaviors. These results highlight the need for further investigation of disruptive behaviors in the college classroom.

Child's Self-Control Reflected in Adult Health, Wealth, and Crime

Child's Self-Control Reflected in Adult Health, Wealth, and Crime

A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior

This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice.

Classwide Intervention to Manage Disruptive Behavior in the Kindergarten Classroom

The authors present an investigation of a classwide intervention to reduce disruptive behavior in a kindergarten classroom. Participants included children in 3 kindergarten classrooms and their teachers in an at-risk school district in Northeast Ohio. On the basis of student behaviors and teacher goals, the authors chose the Good Behavior Game plus Plus Merit. A total of 3 teachers implemented the Good Behavior Game Plus Merit in the classroom. The authors used a single-subject reversal design (ABAB) to test experimental control. They collected direct observations of student behavior during each phase of the intervention. Results indicated a decrease in negative, disruptive behavior during intervention. Last, the authors discuss the implications for implementing this intervention in the kindergarten classroom.

Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals.

Although there is increasing awareness of the overrepresentation of ethic minority students -particularly Black students- in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ethnicity, and other classroom factors, Black students were significantly more likely than White students to receive ODRs. Results also suggested that ethnic match between students and their teachers did not reduce the risk for referrals among Black students.

Mental Illness Prevention Finally Gets Support From Science

Mental Illness Prevention Finally Gets Support From Science

Positive behavior support: Analysis of consistency between office discipline referrals and teacher recordings of disruptive classroom behaviors.

This study investigated the representativeness of office discipline referrals for disruptive classroom behaviors within a positive behavior support implementation over 17 weeks. In-class reporting and office discipline referrals were gathered across three schools. Twelve teachers took in-class data on 20 students receiving secondary- or tertiary-level interventions in School 1. Ten teachers took in-class data on 14 students receiving secondary- or tertiary-level interventions in School 2. Eight teachers took in-class data on 11 students receiving secondary- or tertiary-level interventions in School 3. Results of this study indicated that office discipline referrals were not representative of teacher recordings of classroom behavior. Implications and areas of future research will be discussed.

Linking Home-School Dissonance to School-Based Outcomes for African American High School Students

The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students’ out-of-school experiences into their classroom learning experiences.

Effects of Classwide Positive Peer “Tootling” to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as “tootling” in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning disabilities and/or attention deficit hyperactivity disorder) were taught how to report their classmates’ positive behaviors using the “tootling” intervention. Results indicated that the use of the “tootling” intervention in combination with a group contingency procedure decreased students’ disruptive classroom behaviors, establishing a functional relation. Limitations of the study, implications for using tootling as a classwide positive behavior support, and future research questions are discussed.

A cluster randomized controlled trial of child‐focused psychiatric consultation and a school systems‐focused intervention to reduce aggression

While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children. Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior. CAPSLE moderated the developmental trend of increasing peer-reported victimization (p < .01), aggression (p < .05), self-reported aggression (p < .05) and aggressive bystanding (p < .05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p < .01) and TAU conditions (p < .01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p < .001) and disruptive classroom behaviors (p < .01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p < .05), aggression (p < .01), and helpful (p < .05) and aggressive bystanding (p < .01) were maintained in the follow-up year. A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior.

Early childhood behavior trajectories and the likelihood of experiencing a traumatic event and PTSD by young adulthood

This study modeled children's trajectories of teacher rated aggressive-disruptive behavior problems assessed at six time points between the ages of 6 and 11 and explored the likelihood of being exposed to DSM-IV qualifying traumatic events and posttraumatic stress disorder (PTSD) in 837 urban first graders (71% African American) followed-up for 15 years. Childhood trajectories of chronic high or increasing aggressive-disruptive behavior distinguished males more likely to be exposed to an assaultive violence event as compared to males with a constant course of low behavior problems (OR(chronic high) = 2.8, 95% CI = 1.3, 6.1 and OR(increasing) = 4.5, 95% CI = 2.3, 9.1, respectively). Among females, exposure to traumatic events and vulnerability to PTSD did not vary by behavioral trajectory. The findings illustrate that repeated assessments of disruptive classroom behavior during early school years identifies more fully males at increased risk for PTSD-level traumatic events, than a single measure at school entry does.

Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children

This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen's kappa coefficients ranging from .69 to .95 (M = .82). Convergent validity of the REDSOCS categories was supported by significant correlations with the Intensity Scale of the Sutter-Eyberg Student Behavior Inventory-Revised and related subscales of the Conners' Teacher Rating Scale-Revised: Long Version (CTRS-R: L). Divergent validity was indicated by nonsignificant correlations between REDSOCS categories and scales on the CTRS-R: L expected not to relate to disruptive classroom behavior. Treatment sensitivity was demonstrated for two of the three primary REDSOCS categories by significant pre to posttreatment changes. This study provides psychometric support for the designation of REDSOCS as an evidence-based assessment procedure for young children.

Functional Assessment and Intervention for Disruptive Classroom Behaviors in Preschool and Head Start Classrooms

Functional assessment procedures have proven useful for developing effective individualized interventions for a wide variety of populations and behavioral concerns. However, fewer studies have been conducted with preschool students who exhibit high incidence problem behaviors. The current study includes data from comprehensive functional assessments and interventions implemented in preschool and Head Start classrooms. Three preschool students and five teachers participated in the study. Each student received a comprehensive functional assessment for problem behavior that included a teacher interview, descriptive assessment, and abbreviated functional analysis. Assessment data were used to develop individualized function-based interventions that were implemented by experimenters and teachers. The function-based interventions resulted in decreases in problem behavior for all three students. Additionally, convergence between functional assessment procedures was obtained for all participants. Finally, social validity data indicated that teachers found the assessment and intervention procedures acceptable.

A Single-Subject Meta-Analysis of the Effectiveness of Time-Out in Reducing Disruptive Classroom Behavior

One current area of dispute in the psychological literature is the inclusion of and proper meta-analytic data analysis procedures for single-subject designs. The current single-subject meta-analysis (N = 25) investigated the effect of time-out for the reduction of disruptive classroom behaviors in nondevelopmentally delayed children. Two separate analyses were conducted on the same sample–an effect size generated with a computer program (ITSACORR) and a percentage of nonoverlapping data (PND) score. Results suggest time-out may be most effective with male students below the age of 7. When combined with additional interventions, negative procedures appear to produce the best results. Implications of the current results are discussed including the limited sample size, comparison of meta-analytic methods, and future areas for investigation

Does Maternal Supervision Mediate the Impact of Income Source on Behavioral Adjustment in Children From Persistently Poor Families?

We examined the influence of income source within the context of persistent poverty on children's disruptive classroom behavior at age 12 and whether these associations were mediated by maternal supervision at ages 10 and 11. Using a subsample (N = 1,112) from the Quebec Longitudinal Study, we coded four economic circumstances indicating persistent poverty (income-toneeds ratio less than 1.5 times the poverty line) and income source (working poor, welfare dependent, work and welfare dependent, vs. never poor working) from ages 8 through 11. Children in welfare-dependent families showed an increase of 2.23 points on the disruptive scale compared with children in never-poor families, which could not be prospectively explained by maternal supervision. These results are above and beyond the influence of family structure, maternal characteristics, and early childhood disruptiveness.

A function-based intervention to decrease disruptive behavior and increase academic engagement.

Abstract A range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package intervention and corresponding increases in academic engagement and decreases in disruption. Limitations and implications for future research are presented. Keywords: function based intervention; treatment integrity. ********** In reviewing the empirical status of our knowledge about the nature and management of the class of behavior known as disruption, Neary and Eyberg (2002) noted that: (a) disruption is a common behavior problem in children; (b) disruption presents itself in various specific ways including noncompliant, impulsive, attention-demanding, high rate and/or aggressive behaviors; (c) it is a common reason for referral to child mental health services; and, (d) left untreated, it is a highly stable and problematic pattern of behavior. Not surprisingly, various behavior intervention procedures and packages have been developed and evaluated in terms of their ability to effectively eliminate such behavior challenges in children and youth. Some interventions have been developed for application by a child's parents such as Parent Child Interaction Therapy (e.g., Eisenstadt, Eyberg, McNeil, Newcomb, & Funderbunk, 1993; McNeil, Eyberg, Eisensadt, Newcomb, & Funderbunk, 1991; Neary & Eyberg, 2002). Others have developed interventions for application by teachers and other school personnel to address disruptive behavior in classroom and other educational settings (e.g., De Martini-Scully, Bray, & Kehle, 2000; Kelshaw-Levering, SterlingTurner, Henry, & Skinner, 2000; Musser, Bray, Kehle, & Jenson, 2001; Theodore, Bray, Kehle, & Jenson, 2001). Furthermore with the addition of case management and consultation strategies, these procedures can be applied in a coordinated fashion to have good effect across a child's school and home environments (e.g., Martin & Hagan-Burke, 2002). Although different in their specific applications and some of their conceptual underpinnings, these behavioral procedures and intervention packages also have underlying similarities. Generally, these approaches seek to alter maladaptive interaction patterns between the disruptive child and the adults (teachers, parents) in his/her environment. This re-arrangement is frequently accomplished by teaching the teacher or parent to modify his/her own behavior toward the child: (a) state behavior expectations clearly; (b) use direct or precision requests; (c) apply differential reinforcement procedures; and (d) employ response cost or time out procedures to decrease more serious disruptive behaviors of the child (Sulzer-Azaroff & Mayer, 1991). There is a considerable data base supporting the efficacy of these combined procedures in producing lasting decreases in disruptive behaviors and increasing alternative positive behaviors (e.g., Ayllon & Roberts, 1974; De Martini-Scully et .al. 2000; Friman, 1990; KelshawLevering et al. 2000; Langland, Lewis-Palmer, & Sugai, 1998; Matheson, & Shriver 2005; McIntosh, Rizza, & Bliss, 2000; Moore, 1999; Musser et al. 2001; Theodore et al. 2001; Thomas, Becker & Armstrong, 1968). When specific classes of behavior intervention procedures have been compared in terms of their relative effectiveness some procedures generally appear to be more effective than others. In a meta-analysis of 99 studies with over 5000 students, Stage and Quiroz (1997) found that the most effective behavioral interventions as determined by effect sizes were group contingencies, self-management, and differential reinforcement while the least effective were functional-based interventions (hypothesis-based interventions that altered classroom antecedent triggers and/or consequences that maintained disruptive behaviors) and cognitive-behavioral interventions (those that combine learning principles with cognitive factors such as anger control programs, relaxation training affective imagery, and social problem-solving). …

Examining the effects of teacher and self-evaluation of disruptive behavior via school-home notes for two young children in kindergarten.

Abstract This study replicates and extends previous research in the area of managing the disruptive classroom behavior of young children. The effectiveness of teacher and self-evaluation through school-home notes was explored. A combination self-evaluation and school-home note procedure was implemented with two kindergarten boys. A single-subject reversal design was used to analyze direct observations of disruptive behavior. Results indicated a decrease in disruptive behavior associated with the intervention. The intervention procedures were also found to be acceptable by the teacher. The gap between evidence-based interventions and practice was addressed by implementing a combination of efficacious interventions in the participants' natural environment. Implications for practice and further research are presented. Keywords: Self-evaluation, school-home notes, classroom intervention, early childhood. ********** Children entering kindergarten are expected to be ready to learn. Teachers anticipate that children have readiness skills such as reciting the alphabet, knowing their name, and counting to at least 10. In addition, children entering kindergarten are expected to display age-appropriate social skills and appropriate classroom behavior. This includes paying attention to the teacher, sitting in their seat, and negotiating social situations with other young children. Young children with disruptive classroom behavior fail to meet the goal of entering school ready to learn. Inattention, impulsivity, aggression, noncompliance, and hyperactivity may impede the learning process for the child with disruptive behavior. Additionally, disruptive behavior may create an atmosphere that interferes with the learning of other children, and these behaviors often frustrate the classroom teacher (DuPaul, McGoey, Eckert, & Van Brakle, 2001). It is estimated that 3-5% of elementary age children are diagnosed with Attention Deficit/Hyperactivity Disorder, and many children with ADHD exhibit disruptive behavior in the classroom (ADHD; Barkley, 1998). Behavior management procedures have empirical support for children with ADHD and emotional and behavior disorders (DuPaul & Eckert, 1997; Pelham, Wheeler, & Chronis, 1998); however, these interventions have been primarily implemented with older elementary age children or adolescents and are often underutilized in practice (McGoey, Eckert, & DuPaul, 2000). Literature examining interventions to manage disruptive behavior of young children in the classroom have been limited in scope. Positive reinforcement, response cost, self-monitoring, and school-home note procedures have been implemented with young children, but the literature is lacking empirical support due to small sample sizes and limited replications (McGoey, et al., 2000). In addition, the interventions that have been shown to be efficacious in the scholarly literature are not always found to be as effective in classrooms (Kratochwill & Stoiber, 1999; Stoiber & Kratochwill, 1999). Therefore, applied investigations must explore the efficacy and effectiveness of classroom-based interventions (Kratochwill & Stoiber; Stoiber & Kratochwill). This lack of effective interventions for young children with disruptive behavior adds to the void between scientific research and educational practice. This study attempts to address the research to practice gap by implementing a multi-component intervention including teacher and self-evaluation via a school-home note in a kindergarten classroom. Self-management interventions have been implemented to successfully decrease disruptive behavior and increase prosocial behavior of children with emotional and behavior disorders (EBD) (DuPaul & Stoner, 2003; Mooney, Ryan, Uhingm Reid, & Epstein, 2005). Self-management techniques often require students to evaluate their own behavior, rate it on a continuum, compare that rating to the rating of the teacher, and access reinforcers for behavior meeting a pre-specified criterion. …

Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior

AbstractChildren exhibiting challenging and disruptive behaviors can require teachers to spend a substantial amount of time on classroom management. Disruptive behaviors in the classroom impact the learning process by taking time away from academic instruction. Further, preschoolers who are disruptive are more likely to continue displaying problematic behaviors throughout the remaining school years. Relative to other age groups, there is a paucity of interventions for preschool children with disruptive behavior. Additionally, children from lower economic backgrounds are at a greater risk for both learning and behavioral problems, as characterized by the preschoolers enrolled in Head Start. Group contingencies are practical, efficient, and teacher‐friendly behavioral interventions that have been employed with older age groups to reduce disruptive behavior. An ABAB reversal design across 9 preschoolers enrolled in a Head Start classroom was employed to assess the effects of an interdependent group contingency with mystery motivators to reduce disruptive classroom behaviors. The present investigation revealed remarkable reductions of disruptive behavior across all 9 participants. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 53–63, 2007.

Sex differences in math performance: The role of children's approach to schoolwork.

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests.

Whole‐school positive behaviour support: effects on student discipline problems and academic performance

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole‐school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole‐school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data‐based evaluation. As compared to a pre‐intervention phase, the whole‐school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole‐school approaches to student discipline and the contributions of positive behaviour support are discussed.