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

Promoting Teachers\u27 Generalization of Intervention Use Through Goal Setting and Performance Feedback

Consultation is beneficial for increasing teachers\u27 intervention use for target students. However, little is known about teachers\u27 generalized intervention use. This study is a systematic replication of Riley-Tillman and Eckert (J Educ Psychol Consult 12:217-241, 2001) and Martens et al. (Sch Psychol Q 12:33-41, 1997) and examines effects of generalization training with goal setting and a feedback note on teachers\u27 specific labeled praise (SLP) toward target and non-target students. Participants were three teachers who referred students exhibiting disruptive behaviors. Initially, all teachers displayed low levels of SLP toward target and non-target students. Intervention training with the incorporation of goal setting and a daily feedback note increased teachers\u27 SLP toward target students. SLP toward non-target students also increased, but to a lesser extent. When feedback was withdrawn and generalization to other students was suggested, SLP decreased. Following generalization training with goal setting and a feedback note, all teachers increased SLP toward non-target students. SLP toward target students, however, was low for all teachers. Changes in target students\u27 disruptive behaviors are also reported. Results suggest that generalization training may be necessary to increase teachers\u27 SLP toward non-target students, but that additional support for treatment integrity maintenance may also be required. Results are discussed in terms of limitations and directions for future research. © 2013 Springer Science+Business Media New York

Effects of Daily and Reduced Frequency Implementation of the Good Behavior Game in Kindergarten Classrooms

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases

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

© Hammill Institute on Disabilities 2020. 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

Self-Monitoring As a Viable Fading Option In Check-In/Check-Out

This study systematically replaced the teacher completed Daily Behavior Report Card (DBRC) and feedback component of check-in/check-out (CICO) with self-monitoring for four elementary students referred for Tier 2 behavioral supports within School-Wide Positive Behavior Interventions and Supports (SWPBIS). An ABAB withdrawal design was used to test the effectiveness of CICO. Then, following the second B phase, teacher completion of the DBRC and corresponding feedback to students was replaced with self-monitoring. For all four participants, CICO was associated with increases in academic engagement and reductions in disruptive behavior. Moreover, students\u27 behavioral gains were maintained when teacher completion of the DBRC was replaced with self-monitoring. Results are discussed in terms of CICO research and practice

Late development of complete atrioventricular block may be immune mediated and congenital in origin

Aim To investigate the correlation between maternal autoantibodies and age at diagnosis of isolated complete atrioventricular (AV) block (CAVB) and to study signs of late progression of foetal immune-mediated insults in cases of postnatally diagnosed CAVB. Methods Patients with CAVB (n = 190) identified in a population-based manner were included. Maternal autoantibody profile was correlated with age at CAVB diagnosis. A structured review of medical records was performed if a late CAVB diagnosis (>27 days post-partum) was associated with a sero-positive mother. Results Maternal Ro/La autoantibodies were observed in 88% of cases with a congenital diagnosis. Thirteen cases with a sero-positive mother and late CAVB diagnosis were found (age-range: 4 months-43 years). In two cases, CAVB was diagnosed in conjunction with infections, one case had a family history of cardiomyopathy and two cases had nontypical clinical presentations, indicating alternative pathogenetic mechanisms. In the remaining eight cases, no likely factors inducing CAVB, other than maternal autoantibodies, could be identified. Conclusion Our observations support the hypothesis that late progression to CAVB can be the result of an immune-mediated pathogenetic mechanism during foetal life. An autoantibody-associated diagnosis after the neonatal period is therefore possible, and testing of maternal serology at the time of diagnosis is recommended. \ua92013 Foundation Acta P\ue6diatrica. Published by John Wiley & Sons Ltd