Effective Behavior Management Research Articles

Behavioral Classroom Management for Impoverished At-Risk Youth

In the USA, millions continue to live in poverty and a significant portion is students under 18 years of age. These at-risk students exhibit behaviors that need to be understood and managed correctly to improve their odds of academic success. Employing effective behavioral classroom management strategies to account for these students is critical to increasing their academic performance and ultimately laying the foundation for them to reach their full potential. The aim of this article was to exam the literature for common themes of impoverished students, highlight links between behaviors and academic performance, and provide recommendations on how to effectively manage these students when they enter a classroom setting. Conclusion: The top areas educators working with impoverished at-risk youth should be cognizant of are the ineffectiveness of zero tolerance policies, the role of parental involvement, and stressors these students experience. https://doi.org/10.26803/ijlter.17.10.7

All Aboard: Using Positive Behavior Supports on the School Bus

Positive Behavioral Interventions and Supports (PBIS) provides effective behavior management in many schools, yet such systematic approaches to behavior management are generally not implemented aboard school buses. This article describes guidance for the expansion of PBIS onto school buses. Research supporting the use of PBIS in school and transportation settings is described. Steps for implementing PBIS on school buses are provided in relation to an example of the practice in a small school district.

Effective Behaviour Management Strategies for Australian Aboriginal and Torres Strait Islander Students: A Literature Review

This paper reports findings from a systematic literature review conducted to identify effective behaviour management strategies which create a positive learning environment for Aboriginal and Torres Strait Islander students. The search criteria employed resulted in 103 documents which were analysed in response to this focus. Results identified eight themes underpinning strategies for effective behaviour management. Despite the suggested actions, the review highlights that little empirical research has been conducted to validate effective classroom behaviour management strategies; strategies which may also be used to inform teacher education. Considering the high representation of Indigenous students in statistics related to behaviour infringements and other negative school outcomes, this review affirms the urgent need for research to investigate and establish empirically what constitutes effective behaviour management for Indigenous students.

The Prevalence of ADHD Patients among Pediatric Dentists in Israel and Knowledge of Dental and Behavioral Aspects of Treating Them.

There are no clear guidelines for managing the dental treatment of children with attention deficit hyperactivity disorder (ADHD). The use of sedation in combination with chronic ADHD medication use is also not well defined. This study surveyed the prevalence of ADHD children, management techniques and knowledge of pharmacologic therapies of these children among Israeli dentists. A specially designed questionnaire was distributed to all Israeli dentists attending a national conference in 2016. Of the 160 dentists who attended the conference, 96 completed the survey (60% response rate), and they included 46 (51%) pediatric dental specialists and 50 (49%) general dental practitioners. The medications Ritalin and Concerta were most familiar to the respondents (98.9%). Eighty-seven (91.1%) of the practitioners responded that their ADHD patients take their usual doses of any drug for treating ADHD symptoms, regardless of whether or not the dentists intended to use sedatives. The practitioners invented their own behavior management techniques with varying degrees of success. There are no specific guidelines for the most effective pharmacologic protocol (co-administration of ADHD drugs and dental sedatives) or behavior management techniques for the provision of optimal dental care to children with ADHD.

Does the length of dental procedure influence children's behavior during and after treatment? A systematic review and critical appraisal.

The aim of this systematic review was to investigate the effect of treatment duration on children’s behavior and/or anxiety in the dental setting. To this end, a systematic search was conducted in Pubmed/Medline and Scopus from 1970 to march 2017 for English language articles that assessed the relationship between dental treatment duration or length, and fear/anxiety or behavior in children aged <12 with no confounding medical and/or psychological history and neuro-psychiatric disabilities. Four studies investigating the effect of treatment duration on children’s behavior during and/or after treatment were included. None of the reviewed studies investigated the effect of treatment duration on children’s dental anxiety or fear. There was a general tendency towards deterioration of children’s behavior with an increase in treatment duration. In conclusion, our results undermine the validity of current suggestions about the appropriate treatment duration. Further clinical trials are needed to establish appropriate treatment duration for more effective behavioral management of pediatric patients during dental proce-dures.

The development of effective behaviour management strategies

The development of effective behaviour management strategies

Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior

Effective classroom instructional and behavior management is essential to ensure student academic and social success. Foundational strategies such as clear expectations and routines, specific feedback, and high rates of opportunities to respond have strong empirical support, yet are often missing from educator repertoires. In this article, the authors provide a brief rationale for the inclusion of evidence-based practices accompanied with recommended resources to identify current and future practices. In addition, they also provide an overview of effective in-service educator professional development, to ensure evidence-based practices are implemented with fidelity, and recommended systemic strategies that schools and school districts can adopt to support teacher learning. Implications for teacher preparation programs also are discussed.

State of the art conference on weight management in VA: Policy and research recommendations for advancing behavioral interventions

This article summarizes outcomes of the behavioral interventions work group for the Veterans Health Administration (VHA) State of the Art Conference (SOTA) for Weight Management. Sixteen VHA and non-VHA subject matter experts, representing clinical care delivery, research, and policy arenas, participated. The work group reviewed current evidence of efficacy, effectiveness, and implementation of behavioral interventions for weight management, participated in phone- and online-based consensus processes, generated key questions to address gaps, and attended an in-person conference in March 2016. The work group agreed that there is strong evidence for efficacy and effectiveness of core behavioral intervention components and processes, but insufficient evidence to determine the comparative effectiveness of multiple clinician-delivered weight management modalities, as well as technologies that may or may not supplement clinician-delivered treatments. Effective strategies for implementation of weight management services in VHA were identified. The SOTA work group's foremost policy recommendations are to establish a system-wide culture for weight management and to identify a population-level health metric to measure the impact of weight management interventions that can be tracked and clearly communicated throughout VHA. The work group's top research recommendation is to determine how to deploy and scale the most effective behavioral weight management interventions for Veterans.

Effectiveness of audiovisual distraction with computerized delivery of anesthesia during the placement of stainless steel crowns in children with Down syndrome.

Objective:Assessing effectiveness of audiovisual (AV) distraction with/without video eyewear and computerized delivery system-intrasulcular (CDS-IS) for local anesthesia during placement of stainless steel crowns for the management of pathological tooth grinding in children with Down syndrome.Materials and Methods:This clinical study includes 22 children (13 boys and 9 girls), with mean age being 7.1 years. The study involved three sessions 1-week apart. During Session I, dental prophylaxis to the upper jaw was done while watching a movie projected on the ceiling without video eyewear whereas prophylaxis for the lower jaw and impressions of both jaws were taken while watching another movie using eyewear projection. After 1 week, during Session II/III, children had their upper and lower second primary molars which were prepared and steel crowns inserted, respectively, while watching movies which were projected using video eyewear under the effect of CDS-IS local anesthesia. Changes in pulse oximeter and heart rate were recorded every 5 min. Independent sample t-test was used to assess significance of changes during each visit.Results:A statistically significant difference (P < 0.03) was observed in mean pulse rate between dental prophylaxis without video eyewear and during dental prophylaxis and dental impression taken while children were distracted using AV distracter with video eyewear. We observed an increase in mean pulse rate during tooth preparation use dental drills, but this does not lead to disruptive behavior as children were being distracted by AV distracter with video eyewear.Conclusion:Routine psychological (Tell-Show-Do) intervention along with visual distraction using video eyewear and use of CDS-IS system for anesthetic delivery is recommended as an effective behavior management technique for children with Down syndrome during invasive dental treatment.

An analysis of beginning mentors’ critical incidents in English post-compulsory education

Purpose This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the Southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The purpose of this paper is to explore ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. Design/methodology/approach As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors’ own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings The research demonstrated the complex nature of decision making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education and the need to support new teachers so that they can use effective behaviour management strategies. Originality/value This study contributes to the understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies and helps to identify ways in which mentors’ professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.

Effectiveness of behavioral modification techniques with visual distraction using intrasulcular local anesthesia in hearing disabled children during pulp therapy.

Objective:Assessing the effectiveness of behavioral modification techniques in combination with visual distraction with/without video eyewear using computerized delivery system-intrasulcular (CDS-IS) during the application of local anesthetic in hearing-impaired pediatric patients undergoing pulp therapy of primary molars.Materials and Methods:This randomized, crossover clinical study includes 15 children (7 boys and 8 girls), mean age was 6.1 years. Children were randomly distributed into two groups (Group A, n = 7; Group B, n = 8). The study involved three sessions, 1-week apart. During Session I, employing Tell-Show-Do technique, prophylactic dental cleaning was done while participants were watching a movie with sign-language interpretation with/without visual eyewear. At the end of Session I, score on Smiley Faces Program was used for anxiety assessment. During Session II and III, respectively, both groups underwent pulp treatment of equivalent teeth in the opposite sides of the mouth with/without video eyewear vice versa. After the procedure, children were instructed to rate their pain during treatment on the Wong-Bakers' (WBs') Faces Pain Scale. Changes in pulse oximeter and heart rate were recorded every 5 min. Paired sample t-test and independent sample t-test were used to assess the significance of changes during each visit.Results:There was a significant (P > 0.04) change in the heart rate observed for Group A underwent pulp treatment while watching video using video eyewear. Self-reported mean pain score also increases during treatment sessions' with video eyewear, for both groups.Conclusion:Routine psychological (Tell-Show-Do) intervention along with visual distraction with full visibility of the surrounding and use of CDS-IS system for anesthetic delivery is recommended as an effective behavior management technique for children with hearing impairment undergoing invasive dental treatment.

School leadership practices that promote effective whole school behaviour management: a study of Australian primary schools

ABSTRACTWhen considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with implications for future research and school leadership.

B. Rogers (ed): Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support

B. Rogers (ed): Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support

Effectiveness of audiovisual distraction eyewear and computerized delivery of anesthesia during pulp therapy of primary molars in phobic child patients.

Objectives:The aim of this study is to assess the effectiveness of audiovisual distraction technique with video eyewear and computerized delivery system-intrasulcular (CDS-IS) during the application of local anesthetic in phobic pediatric patients undergoing pulp therapy of primary molars.Materials and Methods:This randomized, crossover clinical study includes 60 children, aged between 4 and 7-year-old (31 boys and 29 girls). Children were randomly distributed equally into two groups as A and B. This study involved two treatment sessions of pulp therapy, 1-week apart. During treatment session I, group A had an audiovisual distraction with video eyewear, whereas group B had audiovisual distraction using projector display only without video eyewear. During treatment session II, group A had undergone pulp therapy without video eyewear distraction, whereas group B had the pulp treatment using video eyewear distraction. Each session involved the pulp therapy of equivalent teeth in the opposite sides of the mouth. At each visit scores on the Modified Child Dental Anxiety Scale (MCDAS) (f) were used to evaluate the level of anxiety before treatment. After the procedure, children were instructed to rate their pain during treatment on the Wong Bakers’ faces pain scale. Changes in pulse oximeter and heart rate were recorded in every 10 min.Results:From preoperative treatment session I (with video eyewear) to preoperative treatment session II (without video eyewear) for the MCDAS (f), a significant (P > 0.03) change in the mean anxiety score was observed for group A. Self-reported mean pain score decreases dramatically after treatment sessions’ with video eyewear for both groups.Conclusion:The use of audiovisual distraction with video eyewear and the use of CDS-IS system for anesthetic delivery was demonstrated to be effective in improving children's cooperation, than routine psychological interventions and is, therefore, highly recommended as an effective behavior management technique for long invasive procedures of pulp therapy in young children.

Teachers’ perceptions of disruptive behaviour in schools: a psychological perspective

This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory.

Mothers' perceptions about pediatric dental sedation as an alternative to dental general anesthesia

OBJECTIVE: Moderate sedation has limits in managing children's behavior. Existing literature lacks insight into parental perceptions about the topic. This study aimed to understand mothers' perceptions concerning sedation after their children undergone dental treatment under sedation. METHODS: Twelve mothers and one godmother of 1.3-8.4 year-old children with definitely negative behavior in the dental chair, who had dental treatment under oral sedation, were in depth interviewed according to a semi-structured guide. Responses were analysed using a thematic content method and deductive approach. Two general themes were addressed: "good facet" and "poor facet" of pediatric dental sedation. RESULTS: Analysis of interview transcripts indicated that participants perceived pediatric dental sedation according to two main analytical categories: the "good facet" and the "poor facet". The good facet included advantages of the procedure (e.g. safety, effective behavior management), rapport and completion of the treatment that was initially planned. The poor facet related to limitations of moderate sedation (when child kept struggling) and their own anxiety during the procedure. CONCLUSION: Despite their own stress, mothers were satisfied with this pharmacological method of behavior management.

Investigating the Collateral Effects of Behavior Management on Early Literacy Skills

Effective behavior management is necessary to ensure students are engaged with instruction. Students cannot learn if they are not engaged. Although the relationship between effective behavior management and positive student behavior is well established, the relationship between behavior management and increased academic achievement, including early literacy skills, is still developing. This study examined the collateral effects of high quality implementation of evidence-based behavior management strategies on early literacy growth for students considered at-risk for reading difficulties receiving targeted early intervention. Results indicate that students receiving targeted early literacy skills instruction from very good behavior managers performed statistically significantly better than students receiving instruction from poor behavior managers. Implications and future directions are discussed.

Experts Predict: What's Ahead for PA/LTC in 2015?

Experts Predict: What's Ahead for PA/LTC in 2015?

Implementing an early childhood school-based mental health promotion intervention in low-resource Ugandan schools: study protocol for a cluster randomized controlled trial.

BackgroundChildren in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs, but this region has limited access to mental health workers and resources to address these needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions are not available in SSA. This study will investigate the transportability of an evidence-based program from a developed country (United States) to a SSA country (Uganda). The approach includes task-shifting to early childhood teachers and consists of professional development (five days) to introduce strategies for effective behavior management and positive teacher-student interactions, and group-based consultation (14 sessions) to support adoption of effective practices and tailoring to meet the needs of individual students.Methods/DesignThe design of this study is guided by two implementation frameworks, the Consolidated Framework for Implementation Research and the Teacher Training Implementation Model, that consider multidimensional aspects of intervention fidelity and contextual predictors that may influence implementation and teacher outcomes. Using a cluster randomized design, 10 schools in Uganda will be randomized to either the intervention group (five schools) or the waitlist control group (five schools). A total of 80 to 100 early childhood teachers will be enrolled in the study. Teacher utilization of evidence-based strategies and practices will be assessed at baseline, immediate post-intervention (six months after baseline), and at seven months post-intervention (during a new academic year). Fidelity measures will be assessed throughout the program implementation period (during professional development and consultation sessions). Individual teacher and contextual factors will be assessed at baseline. Data will be collected from multiple sources. Linear mixed-effect modeling, adjusting for school nesting, will be applied to address study questions.DiscussionThe study will produce important information regarding the value of an evidence-based early intervention, and a theory-guided implementation process and tools designed for use in implementing early childhood evidence-based programs in SSA countries or resource-constrained community settings.Trial registrationThis trial was registered with ClinicalTrials.gov (registration number: NCT097115) on 15 May 2013.

Scaling up in Rural Schools Using Positive Behavioral Interventions and Supports

Many educators struggle with the challenges of effective behavior management. In rural schools, this frequently means that educators are struggling to do more, with little or no additional resources. Positive behavioral interventions and supports (PBIS) is one approach to proactive behavior management. In order to facilitate PBIS in a regional area, researchers implemented a week-long training and year-round ongoing coaching for representative members of participating schools/districts to create a plan for implementation suited to the needs of their schools/districts. This article provides a brief overview of school-wide positive behavioral interventions and supports with a particular focus on one rural school's successful implementation.