Use Of Behavior Management Techniques Research Articles

Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.

Attachment, behavior problems and interventions

This paper puts forward an explanation for the frequent co-occurrence of attachment and behavior problems in children and the implications of this for interventions; presents preliminary evidence that some behaviorally based parenting programs reduce child behavior problems through two separate, but mutually reinforcing, processes—improved attachment relationships and increased parental use of behavior management techniques; and suggests next steps for the field to improve outcomes for those children who, without interventions that addresses both relationship building and behavior management, are at risk of significant long-term difficulties.

Behavior management techniques adopted by pediatric dentists in Cairo, Egypt: A cross-sectional study

Introduction: The child patient is exposed to the dental environment that triggers natural fear response, so behavior management strategies are required to meet their needs. Objective: The objective of the study was to identify the most common behavior management techniques adopted by pediatric dentists in three Egyptian universities for each patient group. Materials and Methods: In this cross-sectional study, we applied convenient sample to the three major governmental universities located in Cairo. Ninety-two questionnaires were distributed to all pediatric dentistry specialists of the three universities. They were designed to record participants’ demographic and practice information and their current use of behavior management techniques for each patient age. Descriptive statistics, Chi-square (χ2) test, and Bonferroni corrections were used to analyze data. Results: Questionnaires were returned by 72 pediatric dentists (27.8% were males and 72.2% were females). Parental presence was practiced by all participants mainly for patients less than 2 years (93.1%). Tell-show-do is the most used technique (95.8%) for patients of 3–5 years. The use of advanced techniques by respondents was less than basic techniques, being least for sedation and highest for general anesthesia. Female respondent preferred basic behavior management techniques, whereas male participants chose advanced techniques more than females. Conclusions: Different behavior management techniques are being practiced for each patient group. The choice of the technique was influenced by the practitioner gender, years in practice, and position in the faculty.

Efficiency of ER:YAG laser therapy in combination with behaviour management technique in reducing anxiety among paediatric dental patients – a study protocol for a randomised clinical trial

IntroductionWhen providing dental care to children with a high level of dental anxiety, the range of approaches is divided into two sections: use of behaviour management techniques (BMTs) and application...

Influence of dentists' age, gender, working experience, and practitioner type on the use of behaviour management techniques in dental treatment of children.

Abstract.

Knowledge and attitudes of dental practitioners regarding the use of behaviour management techniques for paediatric dental patients.

Understanding children's behaviour and development is crucial in managing and treating paediatric dental patients. Dental practitioners are expected to be aware of the behaviour management techniques which will facilitate routine dental treatment of the child dental patient.

The use of behaviour management techniques amongst paediatric dentists working in the Arabian region: a cross-sectional survey study

PurposeThe purposes of this study were to investigate paediatric dental practitioners’ training and confidence in using dental behaviour management techniques in the Arabian region and to assess the factors influencing the application of advanced behaviour management techniques. Methods: An online questionnaire was distributed to paediatric dental practitioners in the Arabian region. Data were analysed using descriptive statistics and Pearson Chi Square.ResultsA total of 113 responses were obtained. Of these, the majority were from Egypt (45%, n = 51). Just over half of the respondents were registered as specialists at the country where they were practicing paediatric dentistry (53%, n = 60). The use of behaviour management techniques varied amongst participants with tell-show-do (95%, n = 107) and positive reinforcement (89%, n = 101) being the most routinely used techniques. The majority of participants reported using voice control (83%) and parental separation (68%) techniques. Hand over mouth exercise (HOME) was only used by 24% (n = 27) of participants, whilst just over half of the participants, 53%, reported using protective stabilisation. A significant association was shown between country of practice, country of obtaining paediatric dental training, speciality status and the use of advanced behaviour management techniques, whilst confidence in using HOME and sedation were associated with work setting and country of practice, respectively.ConclusionThe use of advanced behaviour management techniques was found to be high amongst respondents in the Arabian region. The lack of training in using these techniques, however, is of concern. Further assessment of the factors affecting the use of and confidence in applying advanced behaviour management techniques in the Arabian region is needed.

Use of Behavior Management Techniques by Dental Practitioners During the Treatment of Pediatric Patients from Different Age Groups

Use of Behavior Management Techniques by Dental Practitioners During the Treatment of Pediatric Patients from Different Age Groups

The Assessment of the Acceptability of Behavior Management Techniques for Pediatric Patients by Their Mothers Referred to a Pediatric Dental Clinic in Tehran

The use of behavior management techniques for the treatment of children who are uncooperative with a dentist is inevitable. Behavior management techniques are the methods that the dental health team could effectively treat the child and inspires a constructive dental attitude.
 Objective: Determining the acceptability of behavior management techniques by mothers referred to a pediatric dental clinic in Tehran (2017).
 Materials and Methods: This cross-sectional descriptive study was conducted in a pediatric dental clinic in Tehran. A film, including 4 different behavior management techniques such as general anesthesia(GA), parents’ separation(PS), Tell-Do-Show and voice control(VC) was produced. Before showing each method, a brief explanation of the characteristics and purposes of methods was given by a pediatric dentist in the film. A total of 50 mothers, referred to this private dental clinic, completed a questionnaire after observing any method in this film. The data were analyzed using t-test and Chi-square
 Results: 56% of the children were boys and 44% were girls, and they were in the age group of 3 to 10 years old, and children are ranked from first to fifth in the family. Mothers with a primary to postgraduate education were between the ages of 23-50 and had up to 5 kids. The acceptance of Tell-Do-Show by mothers was 100%, Voice Control was 92%, separating the child from parents was 50%, and General Anesthesia was 30%. There was a significant correlation between acceptance of voice control method with child's order, child's age and the number of children in a family, and also between the acceptance of general anesthesia by mothers with mother's education level and child's order (p <0.05).
 Conclusion: According to the findings, Tell-Do-Show method was the most common method which was accepted by mothers, and general anesthesia was the least accepted method by the mothers.

Impact of verbal explanation on parental acceptance level of different behavior management techniques in dental office

Background and Aim: Parents' attitudes towards different aspects of dentistry especially the use of behavior management techniques (BMTs) can greatly effect a child's cooperation in a dental office. The present quasi-experimental study was conducted with the aim to assess the effect of a verbal explanation on parents' acceptance level of the most common BMTs used in pediatric dentistry.Methods: A videotaped presentation showing the 6 most commonly used BMTs in Iran was presented to 60 parents recruited by a convenient sampling method. Using visual analogue scale (VAS), the acceptance level of each BMT was measured before and after an explanation on the reasons of each BMT. Paired t-test, repeated measures analysis of variance (ANOVA) and independent t-test were used for statistical analysis of data. Significance level was set as 0.050.Results: Giving a verbal explanation on BMTs had a statistically significant effect on the acceptance of BMTs. Tell-show-do (TSD) and hand-over-mouth (HOM) techniques achieved the highest and lowest mean scores of parental acceptance, respectively. The acceptance of physical restraint (P = 0.013) and parental presence/absence (PPA) (P = 0.015) of parents was obtained higher among men compared to women using t-test.Conclusion: Giving an explanation to parents while performing a BMT is effective in raising parents' acceptance of the technique. Non-invasive methods such as TSD and PPA of parents are the more favorable methods to parents.

Non-pharmacological Interventions to Treat Clinical Symptoms in Patients with Dementia

Previous systematic reviews of non-pharmacological interventions for clinical symptoms in dementia patients have confirmed the effectiveness of cognitive stimulation therapy (CST) for cognitive impairment, exercise therapy for activities of daily living, and music therapy and behavior management techniques for behavioral and psychological symptoms of dementia (BPSD). A Japanese version of CST has been developed and is available, but standardized exercise therapy and music therapy have not been developed. It is also important for informal and formal caregivers to learn behavior management techniques. Thus, attempts are being made to promote the use of behavior management techniques in Japan. It is further important to incorporate non-pharmacological interventions into the daily life of dementia patients and to prevent the development of BPSD. In Japan, these interventions are usually provided in care services for elderly people and are covered by the Japanese long-term insurance system. Thus, it is advisable for dementia patients to start using these care services before they develop BPSD. The effectiveness of non-pharmacological interventions in patients with diseases causing dementia other than Alzheimer's disease has not yet been assessed.

Self-Reported Level of Satisfaction with Training and Confidence in the Use of Behaviour Management Techniques among Dental Students and Interns

Self-Reported Level of Satisfaction with Training and Confidence in the Use of Behaviour Management Techniques among Dental Students and Interns

Variation in caries treatment proposals among dentists in Norway: the best interest of the child.

To explore variation in treatment-related-decisions for severe caries in children among dentists in the Public Dental Service (PDS) in Norway. It was also to evaluate the treatment choices in relation to the best interest of children and a child's rights to enjoy the highest standard of health care. A pre-coded questionnaire was sent electronically to all general dental practitioners (GDPs) working in the PDS in eight counties in Norway (n=611). The questionnaire included two case scenarios to reflect common dental conditions related to severe caries among 5-year-old children. Paediatric dentists and paediatric students were invited to validate the different treatment options. Frequency distributions and statistical analyses were carried out using Chi square statistics. The response rate was 65% (n = 391) among the GDPs. A majority of the GDPs preferred a new appointment with behaviour management techniques (BMT) to a child presenting pulpitis and pain. Dentists educated outside the Nordic region would use restraint more often as a treatment alternative when the child was in pain than Nordic-educated dentists (p\0.05). Dentists with less than 10 years of experience preferred BMT and sedation more often when the child was in pain than their older colleagues, who, however, preferred a waiting approach and no immediate treatment if the child was not in pain(p\0.05) [corrected]. Use of BMT and sedation is related to region of education and years of experience. Awareness of ethical principles with the child´s best interest in mind, should receive increased attention.

Parents' assessments on the effectiveness of nonaversive behavior management techniques: A pilot study

Background/purposeDental treatment for children often requires the use of behavior management techniques (BMTs). The aim of this pilot study was to determine the effectiveness of nonaversive BMTs by the ratings of parents who had observed their children during three sequential dental treatment sessions. Materials and methodsDental records of 47 children (age 5–13 years) who had received at least three sessions of dental treatment, two of which included local anesthesia administration, were analyzed retrospectively. Twenty-five out of 47 invited parents agreed to participate in the study. The parental form of the Children's Fear Survey Schedule – Dental Subscale was used for determining children's anxiety. Parents were asked to fill in a questionnaire after watching a descriptive video on eight widely-accepted BMTs to rate the effectiveness of each applied BMT on a 10-grade visual analog scale (VAS). ResultsAll nonaversive BMTs were considered by the parents to be very effective on children's favorable behavior with a mean VAS score of 9.25. Perceived control and positive reinforcement were rated the most (VAS score: 9.80 and 9.52; P > 0.05). ConclusionAll nonaversive BMTs were found to be effective by some Istanbulian parents on children's favorable behavior.

You tell us: how well are we preparing teachers for a career in classrooms serving children with emotional disabilities?

This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators.

Beyond ABCs and 123s: Enhancing Teacher–Child Relationship Quality to Promote Children's Behavioral Development

Results from a study of 100 Head Start children and their teachers suggested that teacher–child relationship quality was associated with children's classroom behaviors. Specifically, teacher–child conflict was strongly related to children's externalizing behaviors. Based on these findings, we present recommendations for the development of policies and practices designed to prevent Head Start children's challenging behaviors and promote their social-emotional competence by enhancing the quality of teacher–child relationships. The results of this study suggest that teachers and children could benefit from the following: (a) teacher training and ongoing feedback regarding the identification of young children's challenging behaviors; (b) extensive support, observation, and feedback for teachers regarding their interactions and relationships with children, particularly those exhibiting challenging behaviors; (c) teacher training and consultation on the use of behavior management techniques within the context o...

Child-Centred child management in a changing world

There is a need to "re-think" child management, as the completion of a procedure is not the only dental goal. Short versus long-term goals and the behavioural and pharmacologic repertoire will influence outcomes. A child-centred approach is described, with a specific protocol for the dental waiting room. The changing attitudes of society need to be taken into account in the use of behaviour management techniques by paediatric dentists. The goal of managing children in the dental environment requires some thought: the welfare of the child depends on attention by a clinician to long term goals. The contemporary child-centred clinician has a wide range of child management skills. It is not optional for the clinician to develop his/her behavioural expertise to a high level; clinician skills have long-term consequences. These days behaviour management begins in the waiting room where initial contact provides the opportunity to shape subsequent behaviours.

Training Head Start teachers in behavior management using Parent-Child Interaction Therapy: A preliminary investigation.

The current project evaluated the use of behavior management techniques utilized in Parent- Child Interaction Therapy (PCIT) in head start classrooms. The sample included seven Head Start classrooms; four classrooms receiving treatment and three classrooms receiving no treatment. Evaluation of the progress included observation of teacher and student behavior and teacher report of class manageability and number of time-outs. Results indicated that child behavior improved throughout the study for both groups. Both groups of teachers also gave fewer timeouts, criticized the children less often, and rated their classes as more manageable from pre- to post-treatment. Teachers receiving training gave more labeled praise following treatment. These findings provide initial support for improving teacher behavior modification skills through the use of PCIT skills modified for Head Start classrooms.

Adherence to exercise programmes. Recommendations.

Despite the widespread dissemination of information concerning the negative health consequences associated with sedentary living, adult physical activity in many industrialised nations remains well below recommended levels. Approximately 50% of individuals who start an aerobic exercise programme will stop within the first 6 months, even though it is well known that to obtain the health benefits associated with physical activity, participation must be maintained. Programmes involving the use of behaviour management techniques appear to increase short term adherence to exercise. Recently, an adherence rate of greater than 95% over 6 months was achieved in a large group of university employees who participated in aerobic training using a 'behavioural treatment packages' approach. Unfortunately, inconsistencies in the literature on definitions and measurement of adherence make valid comparisons among studies difficult. Also, long term follow-up of behavioural intervention methods and their effect on exercise adherence is generally lacking. It is likely that strategies to increase physical activity participation in the general population will demand multiple levels of intervention (personal, organisational, environmental and societal) if they are to succeed in the long term.