This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective. The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade. Executive summary/Abstract Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kame'enui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993). Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta‐analysis of classroom management which identifies more and less effective approaches to universal, whole‐class, classroom management as a set of practices is needed to provide the field with clear research‐based standards. This review examines the effects of teachers' universal classroom management pr...
Research on variables that predict disproportionate representation of minority students in special education has often ignored an important variable—academic achievement. This study examined the prediction of representation of students from various minority racial/ethnic groups using district-level academic, demographic, and economic blocks of variables. The relative strength of these blocks was tested using weighted multiple least squares regression. The results show that academic achievement added significantly to predictive models for various racial/ethnic groups and disability categories. Implications and directions for future research are also discussed.
Special education teachers’ skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior management skills are critical for teachers of students with EBD. Little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with adequate instruction on classroom organization and behavior management techniques. Course syllabi from 26 special education teacher preparation programs were reviewed. Results indicate a highly variable emphasis on classroom organization and management between programs. Programs tended to emphasize reactive procedures. Only 27% (n = 7) of the university programs had an entire course devoted to classroom management. The remaining 73% (n = 19) of university programs had content related to behavior management dispersed within various courses. Limitations and implications for special education teacher preparation and inclusive practices are discussed.
Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification, and also recommend incorporation of response to instruction (RTI) as one of the identification criteria. These changes are also recommended to states in the current reauthorization of the U.S. Individuals with Disabilities in Education Act (IDEA). While not mandatory, states that follow these recommendations will experience major changes in identification and treatment of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential that identification practices focus on assessments that are directly related to instruction, that any services for students who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results and outcomes and less on eligibility and process. Identification models that incorporate RTI represent a shift in special education toward the goals of better achievement and behavioral outcomes for students identified with LD, as well as those students at risk for LD.
Specific learning disabilities (SLD) conceptual definitions and classification criteria were examined through a survey of state education agency (SEA) SLD contact persons in an effort to update information last published in 1996. Most prior trends continued over the last decade. Results showed that SEA SLD classification criteria continue to be dominated by three features, severe discrepancy between intellectual ability and achievement, specified achievement areas, and exclusion factors. Significant variability between states also continues to exist in SLD prevalence, conceptual definitions, and classification criteria. SLD diagnostic decisions depend heavily on SEA classification criteria, producing potential changes in the eligibility of children for special education depending on their state of residence. Dissatisfaction with current SLD criteria is discussed along with likely future trends.
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