The role of teacher behavior management in the development of disruptive behaviors: an intervention study with the good behavior game

Abstract The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development

Impact and mediating mechanisms of the universal classroombased intervention Good Behavior Game

The Good Behavior Game (GBG) (Dolan, Turkan, Werthamer-Larsson, & Kellam, 1989; translated in Dutch and adjusted by van der Sar and Goudswaard, 2001) is a classroom team-based prevention program designed to promote prosocial and on-task behavior, while decreasing disruptive behavior in primary school classrooms. The GBG is embedded in the life course/social field theory (e.g., Kellam & Rebok, 1992), a framework for understanding social adaptation to and psychological well-being in social contexts, such as the classroom, in which -according to the theory - teachers and peers play an important role. The GBG targets teacher behavior and peer interaction using techniques and knowledge put forth by the learning theory (operant conditioning approach) and the social learning theory (Bandura, 1973). For example, the teacher learns to explicitly define and systematically reward appropriate behavior, and thus to place the emphasis on positive rather than on negative behavior. Pupils are placed in teams, thereby facilitating the interaction between disruptive and non disruptive children (e.g., van Lier et al., 2004). Randomized controlled studies with pre-, post- and follow-up assessment provide evidence for the effectiveness of the GBG in reducing children’s (teacher and peer reported) antisocial behavior (e.g., Dolan et al., 1993; Kellam, Rebok, lalongo, Mayer, 1994; Kellam & Anthony, 1998; van Lier et al., 2004, van Lier Vuijk, & Crijnen, 2005). In these studies sex, initial level of problem behavior, initial level of concentration problems, and mean classroom level of problem behavior were found to moderate the effect of the GBG. Some studies also report on the positive influence of the GBG on other outcomes, such as shy behavior (Dolan et al., 1993), anxious and depressed feelings, and the quality of peer interactions (van Lier et al., 2005). However, some aspects still remain uninvestigated and/or unclear. First of all, to our knowledge large- scaled (peer-reviewed) studies seem solemnly to be based on teacher and peer reports of behavior, while the importance of also using observations by external observers has repeatedly been emphasized. Second, researchers have mainly focused their attention on negative child behavior when examining the effects of the GBG. Little attention has been paid to the effects on positive behaviors (e.g., on-task and prosocial behavior) and school achievement, two other aspects of social adaptation. Third, the conceptual framework of the GBG is also a theory about psychological wellbeing. However, psychological well-being has rarely been the focus of the GBG research. Finally, little research has focused on how the GBG works. Resting on the GBG’s theoretical background and research on the role of teachers and peers for children’s social adaptation in and psychological wellbeing in the classroom (e.g. Juvonen & Wentzel, 1996), we hypothesize that the GBG might work through changing teacher behavior and peer interactions. In our study we will try to fill in these gaps. The focus of the study is twofold. First we aim to investigate the effectiveness of the GBG on several child outcomes. More precisely we examine whether the GBG affects children’s behavior as rated by the teacher, peers, and external observer, whether the GBG is effective in enhancing children's prosocial behavior, on-task behavior, and school achievement (in addition to decreasing antisocial behaviors), and whether the GBG influences aspects of psychological well-being (next to aspects of social adjustment). Our second objective is to investigate whether the teacher behavior and peer interactions mediate the effect of the GBG. Additionally, we will examine the (relative) role of teachers and peers for children’s social adaptation to and psychological well-being in the classroom concurrently and longitudinally. To address these questions, an intervention trial with randomized experimental and control group and repeated measures was set up in 15 schools (2 classrooms per school). The program was implemented in the experimental classes in the second (2006-2007) and third grade (2007-2008) (cf. Brown & Liao, 1999). Data collection took/will take place at five points in time: at the beginning (pretest) and end of second grade, at the beginning and end (post-test) in third grade, and approximately one year after the end of the intervention (follow-up) in the fourth grade. Data are collected by standardized school achievement tests, questionnaires for teachers and children, child interviews, and child and teacher observations in the classroom. The data will be analyzed, first applying (relatively) basic statistical analyses (e.g., ANOVA-repeated measures), and building on these results we can use more complex analytic methods (e.g., growth mixture models) to further explore our data. All analyses will take the clustering of the data into account (e.g. via multilevel modeling).status: publishe

Teacher-child interactions. Relations with children's self-concept in second grade

This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd.status: publishe

Teacher Involvement Prevents Increases in Children's Depressive Symptoms: Bidirectional Associations in Elementary School

There is accumulating evidence that social relationships can buffer the development of depression in childhood and adolescence. However, few studies have focused on teacher-child relationships in the elementary school years. In addition, research that has examined bidirectional relations between teacher involvement and depressive symptoms is virtually absent in this age period. The participants in this study were 570 children and 30 teachers from 15 elementary schools. Data on children's depressive symptoms (peer- and teacher-reports) and teacher involvement (teacher-reports) were collected in the fall and spring of Grade 2 and Grade 3 (four waves). As expected, negative cross-time effects of teacher involvement on depressive symptoms were found within grade 2 and 3. In addition, a negative cross-time effect of depressive symptoms on teacher involvement was found in grade 3 only. The results thus indicate the protective role of teacher involvement in the development of depressive symptoms but also suggest that teachers may become less involved over time when they perceive a child as more depressed.status: publishe

Use of praise and reprimands as critical ingredients of teacher behavior management: Effects on children’s development in the context of a teacher-mediated classroom intervention

This intervention study examined teachers' use of verbal praise and reprimands as specific components of teacher behavior management that can promote children's development in schools. The impact of teacher praise and reprimands on children's development was examined in the context of a teacher-mediated, classroom intervention. The sample involved 570 children and 30 teachers from 2nd grade classrooms in 15 primary schools. The Good Behavior Game was implemented in half of the classrooms based on random assignment within schools. Teacher behavior management (praise for appropriate behavior and reprimands for inappropriate behavior) was observed during regular classroom lessons. Hyperactive, Disruptive, and Withdrawn child behavior were assessed using teacher and peer reports, Global self-concept and Emotional engagement were assessed using child self-reports. All variables were assessed at the beginning (pre-test) and at the end (post-test) of the school year. Multilevel regression models accounted for the nested structure of the data. The results suggested positive effects of fewer reprimands and more praise on child outcomes (except Emotional school engagement), although the results differed by informant. We also found indirect effects of the GBG on child outcomes via teacher praise and reprimands. Overall, the study suggests that teachers' use of praise and reprimands is a malleable classroom factor that influences children's behavioral and socio-emotional development.status: publishe

Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Early Adolescence

Peer victimization is a persistent problem in early adolescents’ peer relationships that is related to various difficulties in the short and long run. Previous studies have investigated whether relationships with peers and teachers predict victimization, but to date, few studies have examined the simultaneous contribution of both classroom-based relationships to victimization over time. Therefore, this study investigated how peer rejection and teacher-child relationships uniquely predict peer victimization over the course of one school year in upper elementary school. The transactional associations among teacher-child relationships, peer rejection, and relational and physical victimization were examined in a sample of 692 children (36 classes; Mage = 10.28; range: 7.92-13.14; 48.4% female). Teacher-child relationship quality and peer victimization were measured by student self-report, peer rejection by peer-report. Cross-lagged analyses showed that rejection predicted victimization from wave 1 to wave 2. In turn, more victimization predicted more rejection throughout the whole school year. More supportive teacher-child relationships predicted less victimization. Additionally, more victimization (wave 1) predicted less supportive relationships with teachers (wave 2). Peer rejection and teacher-child relationships were found to have unique, additive effects on victimization in early adolescence over time. Therefore, to effectively intervene in victimization processes, relationships with both peers and teachers need to be considered.status: Published onlin

The role of children's on-task behavior in the prevention of aggressive behavior development and peer rejection: A randomized controlled study of the Good Behavior Game in Belgian elementary classrooms

The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior moderated the impact of a universal preventive intervention, the Good Behavior Game (GBG), on aggression development, controlling for classroom levels of on-task behavior. The second goal was to study whether improved on-task behavior or reductions in peer rejection mediated intervention impact on children's aggression. Second-grade classrooms were randomly assigned to the GBG or a control condition. Results showed that intervention impact was found only among children who had low-level on-task behavior at baseline. These children showed a decrease in aggression when in the GBG condition, which was not found among control group children. The reduction in aggression among low on-task children was mediated by reductions in peer rejection. No mediation effect of on-task behavior was found. These results suggest that the effect of a universal preventive intervention may depend upon initial levels of on-task behavior and that improvements in social relations with peers may explain the reductions in aggression among these low-on task children.publisher: Elsevier articletitle: The role of children's on-task behavior in the prevention of aggressive behavior development and peer rejection: A randomized controlled study of the Good Behavior Game in Belgian elementary classrooms journaltitle: Journal of School Psychology articlelink: http://dx.doi.org/10.1016/j.jsp.2012.12.006 content_type: article copyright: Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.status: publishe

Children’s social self-concept and internalizing problems: The influence of peers and teachers

This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.status: publishe