Student Disruptive Behavior Research Articles

Exploring Various Types of Student Disruptive Behaviors That Create Classroom Disturbances in Public Primary Schools in Mvomero District, Tanzania

Exploring Various Types of Student Disruptive Behaviors That Create Classroom Disturbances in Public Primary Schools in Mvomero District, Tanzania

The effects of student- and teacher-led tootling on student disruptive behavior

The effects of student- and teacher-led tootling on student disruptive behavior

신체폭력을 동반한 교권침해로 인한 초등교사의 공무상요양 경험에 대한 자전적 내러티브 탐구

Objectives In this study, an elementary school teacher was subjected to violence by a student during class in a classroom within the school, and the case was filed as a violation of teaching rights. After becoming a recipient of official medical care and spending time devoting time to treatment, a study was conducted to derive and understand the meaning of the violation of teaching rights accompanied by physical violence and the experience of official medical care. Methods For this purpose, an elementary school teacher who was disrupted by a student during class hours at S Elementary School in Region C, and who suffered physical violence from a student while providing guidance on the student's disruptive behavior, was selected as a research participant. The study was conducted by applying an autobiographical narrative Inquiry research method. The field text collected according to the narrative Inquiry was composed of intermediate text, and the meaning of the experience was derived by converting it into research text through review and cooperation with a research participant. Results In the telling process of autobiographical narrative inquiry, the content was described in five themes centered on the three-dimensional axis of narrative inquiry(temporality, spatiality, and sociality). In retelling, there are three topics (looking at the violation of teaching rights accompanied by physical violence properly in the learning space, overcoming the violation of teaching rights through a culture of consideration and respect, and creating an education system that allows teachers who have been victims of teaching rights infringement to grow again). The meaning of experience was explored by grouping as topics. Conclusions These research results sought to reach a conclusion by clarifying the legitimacy of the research at the personal, practical, and social levels, which is the legitimacy of narrative inquiry, and ended the research by presenting three research suggestions.

Handling Disruptive Behaviors of Students in San Jose National High School

The study south to answer the following sub- questions: 1. Psychological Profile of the students along; a. Age b. Gender, c. Employment Status of Parents, d. Income of the Family, e. Number of Adult in the Household, f. Relationship with the Parents, g. Number of Siblings, and h. Recreational Activity; 2. Common extreme disruptive behaviors observed by the Teachers, 3. Techniques used to deal and correct disruptive behavior of the students, 4. Intervention program to proposed as enhancement in the techniques used for dealing and correcting the disruptive behavior of the students. The study is anchored on the Educationalist Theory of John Locke, Zone of Proximal Development of Lev Vygotsky, B.F. skinners’ Operant Conditioning Theory, Behaviorist Theory, and the Theory of Contingency Management. The respondents of the study were the identified students with disruptive behaviors of San Jose National High School, regardless of the year level, who belongs to the twenty percent (20%) of the total population of the school who were identified and assessed by the Curriculum Chairman. Anecdotal records of the advisers and subject teachers served as bases in the gathering of the pertinent data relevant to the study. The descriptive method of research utilizing document analyses was used in this study. The data gathered from the respondents were analyzed using frequency count, percentage, and weighted mean. Findings of the study revealed that 1. The psychological profile of the respondents disclosed that most of the student respondents belong to the 14-15 age bracket. There were more male student respondents with disruptive behavior than female students. Most of the respondents’ families were undeployed (46.46%). Two hundred forty-two (242) or 84.61 % of the student respondent’s family earned below 15,999 a month which is below the poverty threshold stated by NEDA. The number of adults in the family was more than five. Eighty-six or 30.07 % of the respondents were not so close to their parents and watching television was the common recreational activity of the family among the respondents; 2. The common disruptive behaviors that were always manifested by the students were unnecessary talking with a mean score of 4.51 and use of cell phones with a total mean score of 4.43 transferring seats (4.03) and entering class late and going out without permission (3.79). However, the common disruptive behaviors of the students with the least mean scores which they seldom manifested were writing and reading love letters (2.28) and running along the corridor (2.20). the extreme disruptive behaviors on the other hand, that were always manifested by the high school students gambling of all sorts with a total mean score of 4.52 and often times manifested by smoking inside the school premises (4.10) on the other hand the extreme disruptive behavior that were never manifested by the students were: sexual harassment, unwelcomely with advances, requests for sexual favors, and other verbal and non-verbal sexual signs (1.71) and playing with firecracker (1.24); 4. A proposed intervention program is necessary to enhance the technique used for dealing and correcting disruptive behavior of students.

EXPLORING THE READINESS OF TEACHERS IN THE USE OF MOBILE GAMIFICATION TO HANDLE THE DISRUPTIVE BEHAVIOR OF STUDENTS WITH LEARNING DISABILITIES

The problem of disruptive behavior of students with learning disabilities causes special education teachers to experience stress in the classroom often. The purpose of this study is to explore teachers' readiness to use gamification against the disruptive behavior of students with learning disabilities. This study uses a phenomenological design to explain and deepen the experience of a phenomenon. A total of three special education teachers at Sekolah Kebangsaan Bandar Teknologi Kajang, Selangor were selected as the study sample through purposive sampling techniques. A structured interview instrument was used to obtain data from the respondents. This study uses several data collection procedures obtained from the Education Policy Planning and Research Division (eRAS) and the study school. Next, structured interviews were conducted after a pilot study was conducted at the study site. Finally, Nvivo 12 software was used to analyze the data. The study's findings show that special education teachers are still less prepared to use mobile gamification more systematically and consistently in their learning and facilitation of the classroom. The implication of this study is to give special education teachers an idea of the advantages of using various mobile gamification applications in the classroom to overcome the behavioral problems of students with learning problems. Therefore, special education teachers should be prepared for the application of mobile gamification in their learning and facilitation of the classroom for the smoothness of the learning and facilitation of the classroom process and student success.

Protocol for a hybrid type 3 effectiveness-implementation trial of a pragmatic individual-level implementation strategy for supporting school-based prevention programming

BackgroundFor approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children’s SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g., teachers) with sufficient fidelity to see effects. Given that individual behavior change is ultimately required for successful implementation, focusing on individual-level processes holds promise as a parsimonious approach to enhance impact. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a pragmatic, multifaceted pre-implementation strategy targeting volitional and motivational mechanisms of educators’ behavior change to enhance implementation and student SEB outcomes. This study protocol describes a hybrid type 3 effectiveness-implementation trial designed to evaluate the main effects, mediators, and moderators of the BASIS-T implementation strategy as applied to Positive Greetings at the Door, a universal school-based EBPP previously demonstrated to reduce student disruptive behavior and increase academic engagement.MethodsThis project uses a blocked randomized cohort design with an active comparison control (ACC) condition. We will recruit and include approximately 276 teachers from 46 schools randomly assigned to BASIS-T or ACC conditions. Aim 1 will evaluate the main effects of BASIS-T on proximal implementation mechanisms (attitudes, subjective norms, self-efficacy, intentions to implement, and maintenance self-efficacy), implementation outcomes (adoption, reach, fidelity, and sustainment), and child outcomes (SEB, attendance, discipline, achievement). Aim 2 will examine how, for whom, under what conditions, and how efficiently BASIS-T works, specifically by testing whether the effects of BASIS-T on child outcomes are (a) mediated via its putative mechanisms of behavior change, (b) moderated by teacher factors or school contextual factors, and (c) cost-effective.DiscussionThis study will provide a rigorous test of BASIS-T—a pragmatic, theory-driven, and generalizable implementation strategy designed to target theoretically-derived motivational mechanisms—to increase the yield of standard EBPP training and support strategies.Trial registrationClinicalTrials.gov ID: NCT05989568. Registered on May 30, 2023.

Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan

This study describes teachers’ perspectives on disruptive student behaviors in early childhood education classrooms in Khyber Pakhtunkhwa, Pakistan. Using an ecological model, this paper describes interviews with 26 teachers working in early childhood education. The findings show that home, school, and society do not play optimal roles in children’s education, which leads to disruption in classrooms. Illiteracy and socioeconomic problems at home prevent parents from playing their required roles, and schools are often overcrowded and have unattractive classrooms. Teachers are minimally qualified and have few teaching-learning materials at their disposal. Fear of violence is another factor. These factors do not support the behavioral development of young children. The three major circles (home, school, society) that comprise a child’s ecology are inadequate, which leads to classroom disruption, lack of motivation, and poor behavior that endangers the continuation of education.

Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study

Identifying personal characteristics associated with teachers’ stress is a longstanding research goal with important implications for practice. The present work revisits the effects of individual characteristics in terms of neuroticism, classroom management self-efficacy, and cognitive (reasoning) abilities on stress using virtual reality (VR). Relying on a sample of 56 German pre-service teachers (Mage = 22.73, SDage = 4.93; 50.9% females), we capitalized on a VR classroom environment that allowed the integration of experimental control and authentic teaching situations, where pre-service teachers responded to the disruptive behaviors of the student avatars. We focused on stress responses in terms of psychological stress (self-reported stress) assessed after the VR session, and physiological stress (heart rate) assessed during the VR session. A total of 30 (26) participants was assigned to a condition with higher (lower) levels of disruptive student behavior, referred to as higher and lower complexity condition, respectively. Results from linear mixed-effects models revealed that neuroticism positively predicted psychological and physiological stress responses in pre-service teachers, whereas classroom management self-efficacy and cognitive (reasoning) abilities were not significantly related to stress responses. Level of complexity and the interaction between complexity and individual characteristics did not have an effect. This study underlines the value of VR as a tool for psychological research and contributes to existing knowledge on teacher characteristics and stress.

Relationship between classroom management practice and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The objective of this study was to find out the relationship between classroom control practices by prefects and student disruptive behaviour in the classroom mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-county. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling procedure was employed in order to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95 per cent significance level. Data were presented in diagrams, charts and tables. There is a moderate positive correlation between prefects' classroom control practices and students' disruptive behaviour (r =.269, p .000<.05). Prefects' classroom control practices are an important predictor of the students' disruptive behaviour (? = .269, p =.000<0.05, t = 4.286). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours.

Relationship between physical classroom layout and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-County, Mombasa County, Kenya. The objective of this study was to determine the relationship between classroom layout practices and student disruptive behaviour in the classroom mixed secondary schools in Kisauni sub-County, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-County. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling technique was used to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95% significance level. Data was presented in tables, diagrams and charts. There is a moderate correlation between practices on physical classroom layout and students disruptive behaviour (r =.305, p .000<.05, ? = .305, p =.000<0.05, t = 4.914). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours. The findings of this study shall be used by school administrators and the government.

Teacher’s Strategy in Dealing with Disruptive Behavior from a Student’s Perspective

Schools provide understanding to students to avoid disruptive behavior. Teachers have strategies to deal with disruptive student behavior in the classroom. This study aims to describe teacher strategies in dealing with student disruptive behavior and reveal students' preferences for teacher strategies in dealing with disruptive behavior of the first grade at a public elementary school in Baki. This type of research is qualitative using a case study approach in an elementary school so that the subject of the study is teachers and students. This research data are information about teacher strategies in dealing with student disruptive behavior and students’ preferences toward teacher strategies in dealing with disruptive behavior in the classroom. The data sources used are students and teachers. Data collection techniques used were observation and interviews. Meanwhile, the data were analyzed using Miles, Huberman, and Saldana’s model consisting of data collection, data reduction, data presentation, and drawing conclusions. The results showed that teachers used several strategies to deal with students' disruptive behaviour, including classroom management, taking individual approaches, behavior management, understanding student characteristics, and teaching social skills. The strategies that students prefer are classroom management, individual approach, and behavior management. Disruptive behavior of students during learning can be reduced if the teacher has an effective strategy and that strategy becomes the student's preference.

Effective Classroom Management in Middle Level Schools: A Qualitative Study of Teacher Perceptions

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers’ use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers’ consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers’ perceptions. Limitations and areas for future research are addressed.

Student Interview-Informed Behavior Contracts for High School Students Identified as at Risk

Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and middle settings but less so in high school settings. Furthermore, the extent to which they have involved student input at the high school level has been unclear despite research indicating that collaborative intervention development processes may be associated with several additional benefits beyond effectiveness. Despite these empirical shortcomings, behavior contracts may be well suited to address individual high school students’ challenging behavior given their flexibility, collaborative nature, and use of goal setting and clearly stated contingencies (i.e., rules) to promote behavior change. Thus, the purpose of this study was to evaluate the acceptability and effectiveness of a structured interview-informed behavior contract intervention to address the disruptive behavior of high school students. Specifically, we used a multiple baseline design across three students and found that the interview-informed behavior contracts were effective in increasing their academically engaged behavior (Tau = .62) and decreasing disruptive and passive off-task behavior. Limitations and future directions are discussed.

Self‐monitoring with goal‐setting: Decreasing disruptive behavior in children with attention‐deficit/hyperactivity disorder

AbstractThis study sought to investigate the effects of a self‐monitoring (SM) with goal‐setting (GS) intervention on students' disruptive behavior. A multiple baseline A‐B‐BC design was implemented across five elementary school‐aged participants diagnosed with attention‐deficit/hyperactivity disorder (ADHD) to examine the use of a behavioral intervention combining SM and GS techniques to decrease disruptive behavior. The results of this study suggest that SM with GS appears to be an effective intervention package for decreasing the disruptive behavior of students with ADHD and that these behavioral decreases sustain after intervention completion. Results also suggest moderate benefits of using a SM with GS intervention over a SM intervention. Teacher ratings suggest that the SM with GS package is moderately acceptable for classroom use.

PENGEMBANGAN PROGRAM BIMBINGAN DAN KONSELING DALAM MEREDUKSI PERILAKU DISRUPTIVE SISWA KELAS 8 SEKOLAH MENENGAH PERTAMA

This research aims to develop guidance and counseling programs in reducing disruptive behavior of students in class VIII SMP Negeri 4 Cimahi City. This is based on initial findings on the results of a need assessment using the Developmental Assignment Inventory which shows aspects of emotional maturity are still low, where students who have low emotional maturity tend to behave disruptive or disrupt the class. The research method used is Research & Development. The main objective of this research is to produce a product for developing a guidance and counseling service program at SMP Negeri 4 Cimahi.

The effect of permissive parenting style and peer pressure on disruptive behavior: An explanatory study

This research aims to examine the influence of permissive parenting style and peer pressure on disruptive behavior of students at Muhammadiyah 2 Yogyakarta junior high school The research method used is a quantitative-correlational method with a prediction design. The population of this research is 498 students who were registered as 7th and 8th graders in the 2021/2022 academic year. The research subjects consist of 74 students, selected using purposive sampling technique, with the criteria that they perceive their parents as permissive and have been identified to have a tendency towards disruptive behavior. The measuring instruments used consist of the disruptive behavior scale, the permissive parenting style scale, and the peer pressure scale. The analysis technique used is multiple regression. The findings of this study indicate that there is a significant simultaneous effect of permissive parenting style and peer pressure on disruptive behavior. The effective contribution produced is 42%. Permissive parenting style partially does not have an influence on disruptive behavior, while peer pressure significantly affects the occurrence of disruptive behavior. The school is recommended to increase its awareness of peer pressure that triggers disruptive behavior in students. Parents are expected to adjust their parenting style to minimize the growth of disruptive behavior in children.

Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress.

Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. Aims of this study were to (1) assess the replicability of a previous finding that teachers rate their students with elevated ADHD symptoms to be more stressful to teach than students without these symptoms and (2) explore the extent to which key factors (i.e., overall work-related stress and student-teacher relationship quality) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97K-2nd grade teachers who completed an online survey about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these symptoms (d = 1.52). Additionally, overall work-related stress and conflict in the student-teacher relationship exacerbated the relationship between studentADHD symptom severity and related teacher stress, whereas closeness in the student-teacher relationship mitigated this association. Implications of these findings and directions for future research are discussed.

Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues

Exhaustion, as a key facet of burnout, is one of the most common risks that compromises teacher well-being and contributes to a shortage of teachers. While the school social environment has been identified as an influential context for teacher exhaustion, the relative importance of its different facets remains unclear. This study focused on the most proximal social environment in school and examined the role of teachers’ social experiences with students, fellow teachers, and leadership. The sample comprised teachers (N = 740; 77% women and 23% men) of adolescent students. In an online survey, participants reported their exhaustion and perceptions of student disruptive behaviors, victimization by workplace bullying, and social support from colleagues. A sequential linear regression controlling for gender, school type, and length of teaching experience indicated that exhaustion was positively associated with disruptive student behaviors and victimization by workplace bullying and negatively associated with social support from leadership. Regarding the individual control variables, exhaustion was higher in female teachers and in less experienced teachers. The type of school (elementary vs. secondary) did not play a role in exhaustion. The main findings suggest that to help prevent teacher exhaustion, teacher education should aim to better prepare teachers to handle disruptive student behaviors, and schools should maximize their efforts to reduce workplace bullying and foster leadership support for teachers.

Understanding preferences of general educators for supporting classwide behavior.

Innovations, such as novel evidence-based practices, are not likely to diffuse to practice without explicit effort and design (Rogers, 2003). In an effort to understand how interventions should be designed to meet teacher preferences, the present study utilized a full-profile two-alternative forced-choice experiment to examine teacher preferences when selecting a classwide intervention to address student disruptive behavior. Attributes and levels for the experiment were derived in response to four characteristics from Rogers' diffusion of innovations theory. Results from 266 general education teachers of Grades K-5 indicated that nearly all theorized characteristics influenced teacher preference, with the exception of the observability of the intervention (i.e., receiving feedback from others). Specific findings of levels within attributes suggest that, for instance, short online video trainings are preferable to full-day workshops and specific details on adaptations for inclusivity are highly preferred. Given school psychologists' roles in consultation and behavior support, knowledge of teacher preferences may be utilized to support intervention uptake and more general dissemination efforts. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands.

Identifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work. This study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being (subjective vitality, behavioural engagement, professional growth) and turnover intentions. Participants were 426 Australian school teachers. Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses. The job resources were generally positively associated with the well-being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy-thwarting leadership and time pressure. There were no interaction terms retained in the final model. Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well-being and turnover intentions (beyond the role of background characteristics and personality factors).