Can We Predict Disruptive School Behavior?

Eamon, Mary Keegan; Altshuler, Sandra J.

doi:10.1093/cs/26.1.23

Cited by 13 publications

(14 citation statements)

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“…The inclusion of these variables in the model did not alter the statistical significance of group-level aggression as a predictor. As previous research has found, two of these variables, parents' rating of aggressive behavior at pretest and ethnicity, were statistically significant predictors (Eamon & Altshuler, 2004;Loeber & StouthamerLoeber, 1998). The consistency of ethnicity as a predictor of aggressive behavior in all models may reflect the structure of the Achenbach parent and teacher scales, which include verbal behaviors (Achenbach & McConaughy, 1997).…”

Section: Limitationsmentioning

confidence: 57%

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

Warren

Schoppelrey

Moberg

et al. 2005

J Abnorm Child Psychol

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This article extends the work of Kellam, Ling, Merisca, Brown and Ialongo (1998) by applying a mathematical model of competition between children to peer contagion in the aggressive behaviors of elementary school students. Nonlinearity in the relationship between group aggression and individual aggression at 2-year follow-up is present. Consistent with the findings of Kellam et al. (1998), hierarchical linear modeling indicates that the relationship is statistically significant for those students whose initial parental ratings of aggressive behavior were above the sample median. In the context of competition between students, the behavior of initially aggressive students may be negatively reinforced. Lowering aggression in the school environment may therefore be the most effective way to lower the level of these students' aggressive behavior.

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Section: Limitationsmentioning

confidence: 57%

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

Warren

Schoppelrey

Moberg

et al. 2005

J Abnorm Child Psychol

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show abstract

“…Recognizing that parenting practices may affect adolescent conduct and school behavioral problems (Eamon & Altshuler, 2004) and that an effective intervention should focus on family (Ary et al, 1999;Gross, Sambrook, & Fogg, 1999), the Olweus Bullying Prevention Program includes the parents of bully victims and perpetrators in all three levels. At the individual level, the component of the program includes discussion with parents of students involved in bullying.…”

Section: Parents' Involvement In the Bullying Prevention Programmentioning

confidence: 99%

Feasibility of the Olweus Bullying Prevention Program in Low-Income Schools

Hong

2008

Journal of School Violence

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This article examines school response to bullying and youth aggression in upper/middle-class and low socioeconomic neighborhoods, and the feasibility of successfully implementing the Olweus Bullying Prevention Program in schools located in impoverished communities. The Olweus Bullying Prevention Program is one of the few programs that has proven efficacy in upper/middleclass areas for reducing the incidence of bullying and improving attitudes towards school and academic achievement, but the effectiveness of the program has not been tested in low-income schools.However, research indicates that in both upper/middle-class and low socioeconomic neighborhoods, children are reluctant to seek assistance, and school teachers are not well-informed of effective bullying prevention measures. Researchers have pointed out that although children of low socioeconomic status (particularly minorities) have higher incidence of behavioral problems than their upper/middle-class counterparts, socioeconomic and cultural differences pose a major challenge to implementing effective antibullying interventions in schools that are located in impoverished communities. Suggestions for enhancing the applicability of antibullying programs to low-income schools are included.

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“…Survey on Youth, Eamon and Altschuler (2004) found that youths who were older, male, African American, and residing in single-mother families demonstrated higher levels of disruptive school behavior two years later. The problem of student discipline in urban schools is compounded by a wide-spread belief among disadvantaged students and their parents that school disciplinary policies are administered unfairly.…”

Section: The Urban Reviewmentioning

confidence: 99%

The Role of the School District in Student Discipline: Building Consensus in Cincinnati

Brown

Beckett

2006

Urban Rev

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The problem of student discipline disproportionately affects urban schools with large numbers of low income and ethnic minority students. Research over the past 35 years however has consistently shown that discipline policies that are understood and accepted by teachers, students, and parents and consistently enforced by school officials, correlate with lower levels of student disruption. The important role that urban school districts can play in building consensus in support of student discipline policies has not been well documented. But increased levels of student mobility in large urban areas, and increased diversity among the families served by urban districts, highlight the need for district-wide codes of behavior that provide schools with a range of discipline programs that serve the needs of their particular communities. The purpose of this article is to demonstrate how the process of developing and implementing a district-wide code of student behavior in Cincinnati played an important role in reducing disruptive behaviors leading to student suspension and expulsion. ethnic lines and make its code of behavior effective. On the basis of the evidence presented, it is argued that urban school districts can play a more active role in the area of student discipline. By developing and implementing district-wide codes of behavior that are understood and accepted by teachers, students, and parents, and consistently enforced by school officials, urban districts can lay the foundation on which schools can build healthy learning communities.

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Can We Predict Disruptive School Behavior?

Cited by 13 publications

References 0 publications

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

Feasibility of the Olweus Bullying Prevention Program in Low-Income Schools

The Role of the School District in Student Discipline: Building Consensus in Cincinnati

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