Download or read book Teacher Perceptions of the Effectiveness of Behavioral Interventions for Disruptive Students written by Stephanie Osman and published by . This book was released on 2016 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Positive Behavioral Intervention and Support PBIS written by Melanie L. Martinez and published by . This book was released on 2017 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: A significant concern among administrators, teachers, and parents is disruptive student behavior. Educational researchers have found that traditional discipline policies such as suspension, expulsion, and other Zero Tolerance practices have failed to reduce disruptive behaviors in students. Furthermore, traditional discipline policies have been shown to discriminate against students of color and those with disabilities. This study investigated teachers’ perceptions of alternative discipline policies, specifically Positive Behavioral Interventions and Supports (PBIS). Participants were interviewed individually using questions developed by the researcher regarding experiences and perceptions of PBIS. Common themes identified from responses were the need for ongoing professional development, the need to develop interventions for high-risk students who are not responding to primary interventions, and the need to establish data collection protocols to evaluate the effectiveness of PBIS implementation, which was regarded as a limitation in the current implementation of PBIS.
Download or read book Veteran Teachers Perceptions on the Negative Implications of Classroom Disruptive Behavior and Redirection Strategies written by Charvelia Sharae Lewis and published by . This book was released on 2020 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom teachers are responsible for creating an environment where all students are able to receive an optimal educational experience. However, disruptive behavior demonstrated by students in classrooms often makes it more difficult for teachers to provide quality instruction to all students. The purpose of this qualitative case study was to understand the perceptions of veteran teachers related to student disruptive behavior as well as the redirection strategies utilized to decrease the occurrence of such behavior during instructional time. Along with completing an open-ended survey related to strategies used to address disruptive behavior, the veteran teacher participants shared their experiences in a focus group session. The survey data indicated that teachers utilized a variety of strategies to address behavior within their classrooms and schools, such as Class Dojo and Positive Behavioral Interventions and Supports. The focus group interviews revealed that disruptive student behavior reduces instructional time and had an adverse effect on the teaching force. In addition, teachers stated that building relationships, increasing student engagement, and teacher support were beneficial when addressing disruptive behavior.
Download or read book Behavioral Interventions in Schools written by Steven G. Little and published by Division 16: Applying Psycholo. This book was released on 2019 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.
Download or read book A Mixed Methods Study of Middle School Teachers Perceptions of Schoolwide Positive Behavior Interventions and Supports and Its Influence on Effective Implementation written by Tiffany J. Baskin-Downs and published by . This book was released on 2020 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of a multi-tiered system of supports framework has been of growing interest in addressing issues related to disruptive behaviors and school suspensions. The purpose of this mixed-methods sequential, explanatory study was to examine middle school teachers’ perceptions (behavioral expectations defined, behavioral expectations taught, and an ongoing system for rewarding behavioral expectations) of their efforts toward implementing Schoolwide Positive Behavioral Interventions and Supports with fidelity in two middle schools within an urban school district located in Georgia. Data analyses included descriptive statistics, homogeneity of variance Levene’s test, t-tests, factorial analysis, a one-way analysis of variance, post-hoc tests, frequencies and percentages of suspension, and coding to discover themes from focus group responses. Findings were that teacher participants who were SWPBIS members were assumed were assumed to be more knowledgeable and to know more about policy knew more about policy and procedures than non-SWPBIS members. The results indicated that there was statistically significant difference in years of full-time teaching experience between 6 – 10 years and 11 to 15 years and between 11 to 15 years and more than 20 years. In-school and out-of-school suspensions in M. N. Middle School were less than those in C. M. Middle School to a statistically significant degree, and students received fewer suspensions. Focus group findings showed that the majority of participants held high expectations for student behavior. A review of the results implied that schools with increased disruptive behaviors and suspensions may be motivated to adopt a discipline program. The implications for positive social change are dependent on middle school teachers effectively using SWPBIS with fidelity to improve students’ behavior.
Download or read book Classroom Management for Middle and High School Teachers written by Edmund T. Emmer and published by Addison-Wesley Longman. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on 30 years of research and experience in more than 500 classrooms, Classroom Management for Middle School and High School Teachers, Ninth Edition, provides prospective or new teachers with the skills, approaches, and strategies necessary to establish effective management systems in the classroom.
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book Profile of Teachers in the U S 2011 written by C. Emily Feistritzer and published by . This book was released on 2011 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Behavioral Interventions in Schools written by David Hulac and published by Routledge. This book was released on 2011-01-19 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. For those students who demonstrate more behavior problems, more intensive interventions are included to help alleviate those problems. The first section of the book discusses Tier I interventions and assessments designed to ensure that the school is effectively implementing a high quality, research-based behavioral management system. The next section covers Tier II interventions, those used for students who do not respond adequately to those of Tier I. These interventions are research-based, rigorous, and designed to address a broad range of behavior problems. Finally, the last section discusses Tier III interventions for students in need of highly individualized and intensive interventions to manage behavior problems.
Download or read book Motivational Interviewing for Effective Classroom Management written by Wendy M. Reinke and published by Guilford Press. This book was released on 2011-07-13 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highly accessible and user-friendly, this book focuses on helping K–12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes 20 reproducible forms, checklists, and templates. This book is in The Guilford Practical Intervention in the Schools Series.
Download or read book Difficult Students and Disruptive Behavior in the Classroom Teacher Responses That Work written by Vance Austin PhD and published by W. W. Norton & Company. This book was released on 2016-08-08 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attachment-based strategies for reaching and teaching disruptive, difficult, and emotionally challenged students. Difficult Students and Disruptive Behavior in the Classroom provides skills-based interventions for educators to address the most common problem behaviors encountered in the classroom. Offering not just problem-specific “best practices” but an attachment-based foundation of sound pedagogical principles and strategies for reaching and teaching disruptive, difficult, and emotionally challenged students, it empowers educators to act wisely when problem behaviors occur, improve their relationships with students, and teach with greater success and confidence.
Download or read book The Impact of Conferencing with Disruptive Students and Their Teachers on Disruptive Classroom Behaviors of Fourth Grade Students written by Zelda Ann Neale and published by . This book was released on 1989 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Disruptive Students written by Melinda Wilson and published by . This book was released on 2005 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to potential to affect learning, this study undertook the areas of teacher perception, disruptive classroom behavior, and opportunities to respond (OTR). The research problem concerned whether teachers' perceptions of children with chronic disruptive classroom behavior are accurate. The research questions were 1. Do teachers over or underestimate problem behaviors in children with chronic disruptive classroom behavior? 2. Do teachers call less on children with behavior problems? 3. Does a student's disruptive behavior decrease when OTR is increased? The ABA study was conducted in one general education, predominately Hispanic, lower-middle socioeconomic, second grade classroom. The teacher filled out a questionnaire, prior, estimating frequency of problem behavior in a target student. Data, collected by researcher observations, included the number of OTR for target student and rest of class, plus number of disruptive behaviors. Results found the target student at baseline receiving 3.61 times the OTR of any other average individual in the class. When the OTR was increased the student's problem behavior, on average, dropped from a baseline of 11.33 to 5. When OTR was lowered back to routine levels the misbehavior increased to 9.33. In four of five behavioral categories the teacher overestimated the frequency. However, in ordering the severity of the categories, the teacher correctly identified the most and least frequent. The study was significant in finding that a specific second grade student could be targeted for increased OTR, resulting in decreased behavior problems.
Download or read book Teacher Perceptions of Implementing Functional Behavioral Assessments and Behavior Intervention Plans for Secondary Students with Emotional and Behavioral Disorder written by Kristi-Lee Arrington and published by . This book was released on 2016 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Conjoint Behavioral Consultation written by Susan M Sheridan and published by Springer Science & Business Media. This book was released on 2007-08-23 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reader-friendly second edition of Sheridan and Kratochwill’s important work offers innovative applications of CBC as an ecological, evidence-based approach. In this new edition, the authors combine best practices in consultation and problem-solving for interventions that promote and support children’s potential, teachers’ educational mission, and family members’ unique strengths. A step-by-step framework for developing and maintaining family/school partnerships takes readers from initial interviews through plan evaluation. Practical strategies illustrate working with diverse families and school personnel, improving family competence, promoting joint responsibility, and achieving other collaborative goals.
Download or read book Moral Outrage in Education written by David E. Purpel and published by Peter Lang. This book was released on 1999 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Viewing formal education and social justice as an odd couple, Purpel (educational leadership and cultural studies, U. of North Carolina-Greensboro) tenders--besides moral outrage-- alternative approaches to education; education in a spiritual voice; and an autobiographical essay on being a Jewish Boston Braves fan. No index. Annotation copyrighted by Book News, Inc., Portland, OR
Download or read book Handbook of Positive Behavior Support written by Wayne Sailor and published by Springer Science & Business Media. This book was released on 2008-12-02 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
