Antecedent strategies to promote appropriate classroom behavior

Abstract

In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class-wide level, implementation of these strategies can create a structured and orderly environment to which most students are responsive. In the case of persistent behavior problems, specific events that precede problem behavior can be removed or modified to create individualized antecedent interventions. The empirical literature base supporting the value of this approach has witnessed rapid growth. In this article, we offer a rationale for the use of antecedent strategies and provide literature-based examples of applications within school settings at both the class-wide and individual levels. In addition, we discuss practical considerations for implementing antecedent interventions.

Brief Online Classroom Behavior Management Training for Teachers to Address Male Student Behavioural Issue in Chennai, India

“…This suggests that as teachers applied the behavioural management content learned in the online workshops they observed a direct benefit for classroom management. These findings are consistent with previous reviews of the application of behavioural management principles and disruptive student behavior within the classroom (Kern & Clemens, 2007). The most important test for any behavior management intervention is whether it makes a practical dif- This indicates that while there was a reduction in student negative behavior there was not a significant increase in prosocial behaviours among students.…”

The Role of In-class Physical Arrangements in Supporting Preschool Children’s Behavior Regulation Skill

“…According to Kern & Clemens (2007), the presence of certain routines in the class and making consistent use of them encourage children to participate actively in the learning process and reduce the likelihood of problem behaviors in the classroom because routines inform students exactly what to expect, what is expected of them, and what is acceptable behavior in the classroom (Burden, 2003). On the other hand, studies show that teaching routines to children at the beginning of the year and enforcing them consistently across time increases academic achievement and reduces the frequency of problem behaviors (Johnson, Stoner, & Green, 1996;Ostrosky, Jung, Hemmeter, & Thomas, 2008).…”

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…elle constitue un élément très important de la gestion de classe puisqu'elle assure une utilisation optimale du temps d'apprentissage. une mauvaise organisation sur les plans temporel, spatial et matériel cause habituellement beaucoup de perte de temps d'apprentissage en classe (doyle, 2006 ;evertson & emmer, 2009 ;Henley, 2006 ;Kern & clemens, 2007 ;oliver & reschly, 2007 ;thompson, 2012).…”

“…Plusieurs chercheurs reconnaissent l'importance d'établir des attentes claires en classe (archambault & chouinard, 2009 ;doyle, 2006 ;edmunds & edmunds, 2010 ;evertson & emmer, 2009 ;evertson & Weinstein, 2006 ;Jones & Jones, 1990 ;Kauffman et al, 2006 ;Kern & clemens, 2007 ;thompson, 2012). les règles permettent d'assurer le bon fonctionnement de la classe et clarifient les attentes de l'enseignant à l'égard des comportements sociaux à adopter.…”