Antisocial Behavior in School: Strategies and Best Practices

Walker, Hill M.; Colvin, Geoffrey; Ramsey, Elizabeth

doi:10.1177/019874299602100307

Cited by 529 publications

(887 citation statements)

References 0 publications

Supporting

Mentioning

836

Contrasting

Unclassified

Order By: Relevance

“…Teacher specific praise statements during baseline were most often at levels equal with teacher reprimands (see Figure 1). However, during the CW-FIT intervention, teacher praise levels often exceeded the ratio 4 to 1 as recommended by previous researchers (e.g., Nafpaktitis, Mayer, & Butterworth, 1985;Rhode et al, 1992;Walker, Colvin, & Ramsey, 1985;Walker, Ramsey, & Gresham, 2004); and were equal to those found in previous CW-FIT studies (e.g., Conklin et al, Unpublished manuscript, 2010;Kamps, 2009;Kamps et al, 2010). Previous researchers have demonstrated that teacher praise (i.e., social reinforcement and teacher attention to positive classroom behaviors) has been found to be related to positive changes in student behaviors (e.g., Nafpaktitis et al, 1985;Rhode et al, 1992;Walker et al, Ramsey, & Gresham, 2004).…”

Section: Teacher Behaviormentioning

confidence: 48%

“…Teacher reprimands during the original baseline condition and intervention were relatively unchanged, thus demonstrating a much higher ratio of praises to reprimands during intervention than the minimum of a 4 to 1 ratio recommended by previous researchers (e.g., Nafpaktitis, Mayer, & Butterworth, 1985;Rhode et al, 1992;Walker, Covin, & Ramsey, 1985;Walker, Ramsey, & Gresham, 2004).…”

Section: Class-wide Function-related Intervention Teams (Cw-fit) and mentioning

confidence: 69%

See 1 more Smart Citation

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

2016

View full text Add to dashboard Cite

Section: Teacher Behaviormentioning

confidence: 48%

Section: Class-wide Function-related Intervention Teams (Cw-fit) and mentioning

confidence: 69%

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

2016

View full text Add to dashboard Cite

“…Students with emotional and behavioral disorders (EBD) commonly engage in behaviors (e.g., verbal and physical aggression; social skills acquisition and performance deficits) that negatively influence both their ability to successfully negotiate peer and adult relationships and their educational experience (Cullinan and Sabornie 2004;Landrum et al 2003;Walker et al 1992;Walker et al 2004). Namely, when students are unable to negotiate social demands and meet teachers' expectations for school success , school becomes a formidable task.…”

Section: Introductionmentioning

confidence: 99%

“…Namely, when students are unable to negotiate social demands and meet teachers' expectations for school success , school becomes a formidable task. In the absence of effective interventions, these behavior patterns become more firmly established and less amenable to intervention efforts (Kazdin 1987;Walker et al 2004).…”

Section: Introductionmentioning

confidence: 99%

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

et al. 2007

View full text Add to dashboard Cite

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed.

show abstract

“…This limitation also illustrates a shortcoming in current school practices as well. Providing more attention to incentives and positive consequences may be beneficial given the evidence that school environments can increase positive behavior by teaching and reinforcing it (Walker, Colvin, & Ramsey, 1995). For example, Kellam, Ling, Merisca, Brown, and Ialongo (1998) found that setting clear behavioral expectations and rewarding appropriate behavior reduced aggressive behavior in first grade classrooms, and this reduction lasted into middle school.…”

Section: Limitationsmentioning

confidence: 99%

A descriptive study of school discipline referrals in first grade

Rusby

Taylor

Foster

2007

Psychology in the Schools

View full text Add to dashboard Cite

School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions. A Descriptive Study of School Discipline Referrals in First GradeSchools commonly collect information on office referrals for student discipline problems, yet do not always do so in a systematic way that offers useful information for understanding and ameliorating individual student and school-wide disruptive behavior problems. School discipline referrals (SDRs) are typically used as an indicator of how individual students are behaving and how well a school as a whole is doing in managing student behavior. Practitioners in the school setting may utilize discipline referrals to help determine when and how to intervene with a student. School personnel also can utilize discipline referrals to examine trends for discipline problems (e.g., location or time of day) to gain a better understanding of the problems in their school, work towards reducing them, and to evaluate school-wide behavior intervention efforts (Irvin, Tobin, Sprague, Sugai, & Vincent, 2004). There is a large variation regarding the extent to which schools and teachers deliver discipline referrals, complicating the interpretation and utility of school discipline referral information. This descriptive study was performed to inform early intervention and prevention efforts by investigating the salience and nature of discipline referrals for students in first grade, the variance between schools and school-level predictors of this variance, and the extent to which discipline referrals predict teacher-and parent-reported disruptive behavior.Direct all correspondence and send offprints to: Julie C. Rusby, Ph.D., Associate Scientist, Oregon Research Institute, 1715 Franklin Blvd., Eugene, OR 97403-1983 541-...

show abstract

Antisocial Behavior in School: Strategies and Best Practices

Cited by 529 publications

References 0 publications

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

A descriptive study of school discipline referrals in first grade

Contact Info

Product

Resources

About