Levels Of Disruptive Behavior Research Articles

Effect of Homebased parent child interaction therapy for families having children with disruptive behavior problems at selected community of Khurda, Odisha, India

Background: Disruptive and inappropriate behaviors of children are actions that interfere with the instructional, administrative or service functions of the organization and family or school. In the early lives of children, the significant risk factors for occurrence of antisocial behavior and criminal activity are the presence of oppositional and disruptive behaviors. Related to this concept, current study was conducted with objectives to identify the families having children with disruptive behavior problems, to determine the effect of (parent child interactive therapy) PCIT on disruptive behavior level, to find out the association between disruptive behavior of the children with selected demographic variable. Methods: A quasi –experimental study was carried out with total 40 number of samples by using total enumeration sampling technique. The intervention was carried out under the guidance of guide and experts. Each Individual was exposed to the therapy for duration of 1 hour, twice a week. Child Directed Session 30 MIN and Parent Directed Session 30 mins. Total no. of 5 session was carried out. After completion of intervention, changing behaviour was assessed by eyeberg scale. Conclusion: Result concluded that in experimental group 90% children shown mild disruptive behavior and 10% children found moderate disruptive behavior before giving intervention, and after intervention 10% children did not show any disruptive behavior and, 90% children had mild disruptive behavior.There was significant difference between the scores of pre-test and post -test level of disruptive behavior of the children in experimental group as ’p’ value (0.025*) at 0.05 level of significant. And there was statistically significant association between disruptive behavior of children with type of family, education of father, education of mother.

Huehue constitutionalism

Abstract The article describes the characteristics of the disruptive behavior of Brazilian users in multiplayer online games (MOGs), which has come to be termed—including in the literature—as huehue. It then argues that the main features pointed out—spamming, trolling, and griefing—could also be perceived to some extent in the behavior of players acting in Brazilian high politics. The persona behind this disruptive subjectivity, so characteristic of Brazilian culture, could be called “griefer” (in Portuguese: zoeiro). “Huehue constitutionalism” or “griefer constitutionalism” would be a type of dysfunctional constitutional environment, markedly Brazilian, characterized by the fact that, in the political game, subjects who perform constitutional functions feel free to act, raising the levels of disruptive behavior to unprecedented levels (huehueing), so that while benefiting from constitutional rules to act freely, they abuse and corrupt the democratic stability proper to constitutional order. Although more serious in terms of dysfunctionality than the so-called “constitutional rot,” huehue constitutionalism would foreshadow a moment of constitutional crisis and would be sufficient to thwart any attempt at experimenting with popular collaborative constitutionalism using digital tools.

Examining the impact of a social skills training program on preschoolers\u2019 social behaviors: a cluster-randomized controlled trial in child care centers

BackgroundPreschoolers regularly display disruptive behaviors in child care settings because they have not yet developed the social skills necessary to interact prosocially with others. Disruptive behaviors interfere with daily routines and can lead to conflict with peers and educators. We investigated the impact of a social skills training program led by childcare educators on children’s social behaviors and tested whether the impact varied according to the child’s sex and family socio-economic status.MethodsNineteen public Child Care Centers (CCC, n = 361 children) located in low socio-economic neighborhoods of Montreal, Canada, were randomized into one of two conditions: 1) intervention (n = 10 CCC; 185 children) or 2) wait list control (n = 9 CCC; 176 children). Educators rated children’s behaviors (i.e., disruptive and prosocial behaviors) before and after the intervention. Hierarchical linear mixed models were used to account for the nested structure of the data.ResultsAt pre-intervention, no differences in disruptive and prosocial behaviors were observed between the experimental conditions. At post-intervention, we found a significant sex by intervention interaction (β intervention by sex = − 1.19, p = 0.04) indicating that girls in the intervention condition exhibited lower levels of disruptive behaviors compared to girls in the control condition (f2 effect size = − 0.15). There was no effect of the intervention for boys.ConclusionsGirls may benefit more than boys from social skills training offered in the child care context. Studies with larger sample sizes and greater intervention intensity are needed to confirm the results.Trial registrationCurrent clinical trial number is ISRCTN84339956 (Retrospectively registered in March 2017). No amendment to initial protocol.

Efficacy of a No-Team Version of the Good Behavior Game in High School Classrooms

Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.

Examining the Role of Preschool Classrooms’ Behavioral Composition as a Predictor of the Quality of Teacher–child Interactions

ABSTRACT Research Findings This study examined the relation between classroom behavioral composition and teacher–child interactions in preschool classrooms and the potential for teachers’ experience, education level, and area of study to buffer against the challenges of teaching in classrooms with high levels of disruptive behaviors. Classroom behavioral composition was operationalized in two ways (classroom mean and classroom proportion of children at or above 90th percentile) using teacher reports of children’s disruptive behaviors. Results indicated that the proportion of children at or above the 90th percentile was linked to a decline in the quality of teacher–child interactions in classroom organization and instructional support across the year. Marginally significant interaction effects suggested that holding a bachelor’s degree may be a protective factor for teachers’ emotional support quality at the beginning of the year, but more years of teaching experience seemed to worsen the negative effect of challenging classroom behavioral composition on the quality of emotional interactions over the course of the school year. Practice or Policy: The quality of preschool teachers’ practice showed declines across the year when teachers perceived very disruptive behaviors in the classroom. The results of this study have implications for preservice training, teacher professional development, and quality rating and improvement systems focused on teacher–child interactions.

The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior

Research examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-of-mind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers’ disruptive behaviors. We used individual tasks to measure 116 typically developing Turkish preschoolers’ ToM, emotion knowledge (understanding anger and sadness) and empathy for pain, and received mothers’ reports about children’s levels of disruptive behavior in peer contexts. Path analysis showed that among these skills, it was only empathy which predicted disruptive behaviors significantly (β = −0.25, p 0.05, 90% CI = −0.106, 0.001). Overall, our results indicate that empathizing with others’ emotions is more important than understanding their mental states and emotions for lower disruptive behaviors.

A Token Economy: An Approach used for Behaviour Modifications among Disruptive Primary School Children

Introduction: For decades, academic and non-academic researchers have been examining the issue of school-based violence, especially disruptive behaviour exhibited by students including those at the primary level. Despite the plethora of studies and intervention programmes implemented in school including Peace and Love in Schools (PALS), bullying, physical confrontations, and other types of disruptive behaviours are on the rise, and there appears to be no ending in sight. Objective: This research seeks to examine and determine the impact that the token economy system as a behaviour modifier has on disruptive behaviour in classrooms among a group of primary level students in the parish of Manchester, Jamaica. Methods: This study employed mixed methodologies (i.e. objectivism (survey research) and subjectivism (phenomenology) in an effort to comprehensively understand the phenomenon. The sample size is 40 students; 21 girls and 19 boys, and the classroom teacher. These students exhibited behaviours which disrupted the teaching and learning process. This has created a problem within our classrooms. In order to alleviate this problem an eight weeks’ intervention plan was carried out. During this intervention plan an observational checklist, a teacher’s questionnaire and a teacher’s journal were used to collect data. The results were presented to show a review of the use of the token economy in the school environment using figures, tables, and charts. Findings: The results revealed that students’ behavioural levels after the intervention showed evidence that the use of tokens in minimizing disruptive behaviour was very effective. Fewer warnings were given and more time was spent instructing students to participate in meaningful class activities. This resulted because disruptive behaviour such as frequent requests for bathroom breaks decreased to 23%, disorderly conduct decreased to 40%, fighting levels decreased to 5%, talking in the class decreased to 40%, joking in the class decreased to 10%, quarreling in the class decreased to 13% and eating in the class stopped completely. The use of the tokens also had a positive impact on the students’ academic performance, and helped in creating a more positive relationship between students and teacher and student and student. This resulted because the levels of disruptive behaviours decreased which allowed for the transformation from a tense and hostile classroom; to a classroom where students have more chances to freely express themselves and receive feedback. It can be deduced from the results that the extensive implementation and evaluation of the use of the token economy was an effective way of decreasing disruptive behaviours among a group of primary school students in the classroom. Conclusion: The use of token economy should be a strategy that is employed in the teaching-learning process as a medium of increasing academic performance and decreasing disruptive behaviours.

Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters.

This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive behavior and peer nominations of their friends at Waves 1 and 2 (fall and spring of the school year, about 6 months apart). In the fall, there were no differences in the level of disruptive behavior between classes that were low versus high in teacher emotional support. However, by spring, disruptive behavior was higher in classes with low teacher emotional support compared to classes high in teacher emotional support. Social network analyses, conducted with stochastic actor-based models, indicated that students were more likely to become similar to their friends in regards to disruptive behavior in classes low in teacher emotional support compared to classes high in teacher emotional support. Thus, the level of disruptive behavior and students' susceptibility to friend influence on disruptive behavior depend on the nature of the classroom context. This study contributes to a growing body of research showing that teachers play an important role in shaping the nature of peer relationships in the classroom. (PsycINFO Database Record

Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence

AbstractThe relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school (N = 807; 52 percent female; 52 percent African‐American; 48 percent European American). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon level of disruptive behavior, and changed over time from fall to spring of the academic year. In the fall, patterns differed by gender, not by ethnicity. For both white and African‐American boys, hierarchical regressions evidenced a null association between coolness and academic reputation; for both white and African‐American girls, this association was positive. In the spring, findings for white girls were similar to findings from the fall. For the three remaining groups—white boys and African‐American boys and girls—conditions worsened over time, albeit in slightly dissimilar ways. For white boys, fall coolness did not predict significant declines in academic reputation over time; nonetheless, as a group, the coolness–academic reputation was negative by the end of the year. For African‐American boys and girls, fall coolness significantly predicted declines in academic reputation from fall to spring, although the concurrent coolness–academic reputation association was not significantly negative for either group in the spring.

Managing Learners’ Behaviours in Classroom through Negative Reinforcement Approaches

The present study aims to identify the types and levels of disruptive behaviours among students in classroom and the levels of negative reinforcement approaches practiced by teachers in managing and tackling these disruptive behaviours. A total of 119 teachers from four national secondary schools in Zone A, Miri, Sarawak were selected. Questionnaire was used to collect data and the data was analysed using descriptive and inferential statistics (one-way ANOVA). The research findings indicated that; (a) absenteeism especially entering classes late, and (b) defiance in classroom in which the learners refuse to join any social game activities conducted in classroom were among the highest disruptive behaviours displayed by the learners in classroom at the national secondary schools. The result of the present study also indicated the practice of negative reinforcement approach in the form of warning was higher than other forms of approaches (scolding and punishment). There was a significant difference with regard to the practice of negative reinforcement approach based on the teachers’ years of teaching experience. Implications of the current study towards teaching practice and educational policy are also discussed.

Pilot randomized controlled trial of a Functional Behavior Skills Training program for young children with Autism Spectrum Disorder who have significant early learning skill impairments and their families

Many children with Autism Spectrum Disorder (ASD) possess early learning skill deficits and, do not achieve significant cognitive and adaptive gains following intensive behavioral intervention. This pilot randomized controlled trial investigated the effectiveness of a Functional Behavior Skills Training (FBST) program in improving children's performance on functional skills and communication, mitigating children's problem behaviors, and improving parents’ strain, sense of competence, and, knowledge of Applied Behavior Analysis (ABA). Fifteen children with ASD who demonstrated early, learning skill impairments (ages between 38 and 82months) were recruited from a community-based, IBI program or its waitlist. Children and their parents were randomized to a treatment group who, received FBST for four months or a control group who received their treatment as usual. Children who, received FBST improved on targeted functional skills and communication and demonstrated lower, levels of disruptive behavior. Meanwhile, parents who received FBST improved in their knowledge of, ABA. Overall, preliminary findings suggest that FBST is a feasible and promising behavioral, intervention for children with ASD who have early learning skill impairments. FBST promotes the, development of functional behavior and communication which can direct children onto a path of, appropriate skill development and meaningful interactions in the real world.

Modifying the Classroom Environment to Increase Engagement and Decrease Disruption with Students Who Are Deaf or Hard of Hearing

The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment included changes in seating arrangements, classroom organization, visual stimulation, and acoustic quality. A multiple-baseline design was used to examine the effects of the intervention on the frequency of student academic engagement and disruptive behaviors. Results show a functional relationship between the physical environment and both an increase in levels of academic engagement and a decrease in levels of disruptive behavior. Teachers maintained the majority of modifications after the study ceased. Social validity ratings by the teachers indicated high acceptability of the intervention. Limitations and practical implications for future research are discussed.

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.

Power and Control in the Classroom: Understanding Students' Disruptive Behaviours

This article is part of a broader research study aimed at understanding the relation between students' disruptive behaviours and teachers' pedagogic practices and finding out reasons underlying that relationship. Theoretically it is based on Bernstein's theory of pedagogic discourse. The study is centred on 4 students who were part of 2 Year 6 science classes (ages 11–12) and who had showed distinct behaviours. It addresses the following objectives: (1) to analyse students' behaviours in terms of the interaction between their socio-affective dispositions and their specific coding orientation for power and control relations that characterise the regulative context of teachers' pedagogic practices and (2) to analyse the extent to which specificities of the interaction may explain different levels of disruptive behaviours. The study suggests that disruptive behaviours in the classroom are the result of the interaction between students' socio-affective dispositions to teachers' pedagogic practices and their specific coding orientation to control relations. It also suggests that distinct specific coding orientations to power relations between teacher and students may explain distinct levels of disruptive behaviours.

Why More Boys Than Girls With ADHD Receive Treatment: A Study of Dutch Twins

More boys than girls with attention deficit hyperactivity disorder (ADHD) receive treatment. One explanation for this bias may be that boys score higher on disruptive behavior scales than girls. Although this was supported by findings in clinical samples, recent studies in nonreferred samples showed that boys and girls with ADHD are similar with respect to their levels of disruptive behavior as reported by their mother. In this report, we investigate whether the difference in treatment rate is associated with higher teacher problem scores in boys with ADHD than in girls with ADHD. Data were obtained from mothers and teachers in a nonreferred sample of 283 boys and 291 girls with and without ADHD. Children were selected when they scored either low (controls) or high (probands) on attention problems. Mothers completed DSM-IV interviews, Child Behavior Checklists (CBCL) and the Conners Rating Scale (CRS). Teachers filled in the Teacher Report Form (TRF), and the CRS. Boys and girls with ADHD had similar levels of psychiatric illness and school impairment (such as being held back, special class placement and learning problems) by mother report. Mothers reported similar levels of aggression and attention problems in boys and girls with ADHD. In contrast, teachers consistently rated boys with ADHD as having higher scores on reports of attention problems and aggression than girls with ADHD. Gender differences vary across settings: boys and girls with ADHD are rated as behaving differently at school, but not at home. The higher level of teacher reported problem behavior at school may explain the high male-female ratio for ADHD in clinical settings. These findings have implications for the results of genetic studies that rely on referred samples, as these studies may give a distorted view of sex differences in the population.

Disruptive Behaviors and Creativity in Childhood: The Importance of Affect Regulation

This study examined the role of affect regulation and negative affect expression in the relationship between disruptive behaviors and creativity. Seventy 6- to 10-year-old children completed measures to assess divergent thinking and affect expression in fantasy play. Parents completed measures of children's creativity, affect regulation, and behavioral functioning. Results indicated that higher levels of disruptive behaviors related to lower levels of creativity on divergent thinking tasks and by parent report. Affect regulation mediated the relationship. Results failed to support a relationship between negative affect expression in play and creativity, although greater levels of negative affect expression related to higher levels of disruptive behaviors. Results highlight the importance of affect regulation for both behavioral functioning and adaptive traits including creative achievement.

BRIEF PROBES: A METHOD FOR ANALYSING THE FUNCTION OF DISRUPTIVE BEHAVIOUR IN THE NATURAL ENVIRONMENT

The present study illustrates the use of brief functional analysis probe conditions to verify the results of a descriptive assessment. An initial descriptive assessment of the disruptive behaviour of an 8-year-old student with severe developmental disabilities showed that levels of disruptive behaviour (screaming and throwing equipment) were higher in some lessons than others and suggested that the behaviour might be maintained by escape from task demands. An intervention in which work demands were alternated with 5-minute periods of free activity reduced levels of screaming to under 50%, and of throwing to under 25%, of baseline levels. Brief experimental variations of demand level in some lessons confirmed that levels of disruption were generally higher under high demand conditions. We conclude that brief probes provide a method by which experimental analyses can be conducted in the client's natural environment, reducing the problem of non-occurrence of the target behaviour that can pose problems for analogue assessments and facilitating ongoing assessment during initial intervention. We note also, however, that the consequent reduction in control over establishing operations may reduce the precision of the analysis and that ethical considerations limit the range of behaviours for which the method is appropriate.

Are Disruptive Behaviours Reduced When Levels of On-task Behaviours Increase? An Across Settings Study of a Class of 12- and 13-Year-Old Pupils—II

In recent years an impressive body of research has accumulated indicating that behavioural management strategies can promote the levels of on-task behaviour of classes of disruptive secondary school pupils. These successes have led to the explicit, self-evident claim that levels of off-task behaviour have concomitantly been reduced—and the implicit claim that levels of disruptive behaviour have also been reduced: for disruptive behaviour constitutes a subset of off-task behaviour. However the promotion of on-task behaviour with a corresponding reduction in off-task behaviour is a necessary but not sufficient outcome to claim that disruptive behaviour has diminished. It may be the case that innocuous off-task behaviours have been reduced but disruptive off-task behaviours remain. From a further data analysis of a previous study (McNamara and Jolly, 1990) it is claimed that when disruptive classroom behaviour is dealt with by the promotion of on-task behaviours the total amount of all types of off-task behaviours, from innocuous to grossly disruptive, is reduced. Analysis of data for individual pupils reveals that the whole class aggregated data conceal considerable inter-pupil variability for low incidence off-task behaviours.

The effect of management regime on disruptive behaviour: an analysis within the British prison system.

Discipline reports filed in a local prison over a seven-year period were analysed. During this time four different governors were in office, and the numbers of reports filed during each governors' term were compared. There proved to be a significant difference in numbers of reports filed during each governor's term, suggesting that the management regime instituted by the governor of a local prison may have a strong effect upon either the incidence of disruptive behaviour, its recording, or both. One of the governors in this study, under whom discipline reporting frequency was low, had worked at another prison which had been the subject of the Prescott (1976) report. At that time, this governor had been singled out for mention as the governor who had presided over an apparently peaceful prison as measured by discipline reports, supporting the view that a particular governor's management style may be important in influencing levels of disruptive behaviour in the prison situation.

A self-management program for disruptive adolescents in the school: A clinical replication analysis

A self-management program based on behavior analysis principles and procedures was developed to assist middle school students who were having adjustment-discipline problems. The middle school where the research was conducted utilized an assertive discipline program in which violations of the school rules resulted in after-school detention. The program was conducted for 3 consecutive school years with a total of 103 students participating. Multiple baseline and clinical replication analyses of the data indicate that the vast majority of the students reduced their level of disruptive behavior after participation. Follow-up data for periods of as long as 2 years showed continued lower levels of detentions. The results are discussed as they relate to the design and implementation of programs for young adolescents who are having adjustment difficulties.