Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Nye, Elizabeth; Gardner, Frances; Hansford, Lorraine; Edwards,; Hayes, Rachel; Ford, Tamsin

doi:10.1080/13632752.2015.1120048

Cited by 19 publications

(11 citation statements)

References 30 publications

(26 reference statements)

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“…This finding could be explained through a limitation of Spanish teachers' knowledge on behavioural management strategies. Nye et al (2016) point out that children identified with SENs linked to behavioural difficulties may present extra challenges to educators and require additional supports, which call for specific and effective teacher training on behavioural management strategies. Other aspect to consider is the perception of the teachers on students with social, emotional and behavioural difficulties.…”

Section: Discussionmentioning

confidence: 99%

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Mónico

Mensah

Grünke

et al. 2018

International Journal of Inclusive Education

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Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and attitudes towards inclusion in teachers from Ghana, Germany, and Spain, about intervention with special-education students enrolled in their classrooms. The participants comprised 363 teachers-156 men (43%) and 207 women (57%)from three countries (Ghana, Germany, and Spain). Of the teachers, 150 (41.3%) were from Ghana, 62 (17.1%) were from Germany, and 151 (41.6%) were from Spain. The results showed that there were significant differences in teachers' self-confidence and in the amount of personal and material resources they received from administrators and schools. In general, the Spanish teachers reported lower levels for these variables. All the teachers showed adequate levels of knowledge about instructional strategies and students' characteristics, although those from Ghana demonstrated significantly more knowledge than the others about students' characteristics. Finally, the teachers differed by country in terms of their attitudes towards inclusion, with the teachers from Spain and Germany demonstrating slightly better attitudes. They all agreed on the need for additional training as a key aspect in this regard.

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Section: Discussionmentioning

confidence: 99%

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Mónico

Mensah

Grünke

et al. 2018

International Journal of Inclusive Education

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“…Research into better equipping educators to respond to students with poor MH also connects with practical‐focused efforts to enhance educational inclusion for a wider vulnerable population (Nye, Gardner, Hansford, et al., ). Students with developmental disabilities, for example, appear to have an increased risk of developing clinically significant co‐occurring MH difficulties compared to their typically developing peers (Cicchetti and Cohen, ; Einfeld, Ellis and Emerson, ; Simonoff, Pickles, Chapman, et al., ).…”

Section: Introductionmentioning

confidence: 99%

Work done in the margins: A comparative study of mental health literacy in pre‐service teacher education in Australia and in Scotland

Armstrong

Macleod

Brough

2019

Research in Spec Educ Needs

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Ensuring pre‐service teachers have strong mental health literacy is vital for progress towards an inclusive, effective education system; yet little is known about how pre‐service teachers are prepared for practice with school students who present with poor mental health. The original, internationally comparative small‐scale (N = 24) qualitative study reported here compared current mental health literacy provision to pre‐service teacher education students in Scotland and Australia. Semi‐structured telephone interviews with teacher educators who delivered mental health content divulged highly variable, often ad‐hoc mental health literacy provision; a concern, given the prevalence of poor mental health affecting children and young people in schools. Thematic data analysis revealed striking commonalities among issues raised by participants from both countries, highlighting the need for urgent improvement in the provision of mental health literacy to pre‐service teachers. Results suggest the possibility of strategically developing a joint Australian‐Scottish mental health component suitable for delivery in both countries.

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“…The fact that all schools eventually accessed TCM will, however, have concealed allocation in many schools; interviews with SEN co-ordinators, whose roles relate to behaviour management, revealed that they were often unaware of the school's involvement in the study. 137 Ideally, future research would not provide delayed training to TAU schools but rather offer some other type of incentive for participation.…”

Section: Discussionmentioning

confidence: 99%

Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT

et al. 2019

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Background Poor mental health in childhood is common, persistent and associated with a range of adverse outcomes that include persistent psychopathology, as well as risk-taking behaviour, criminality and educational failure, all of which may also compromise health. There is a growing policy focus on children’s mental health and the role of schools in particular in addressing this. Objectives To evaluate whether or not the Incredible Years® (IY) Teacher Classroom Management (TCM) training improved children’s mental health, behaviour, educational attainment and enjoyment of school, improved teachers’ mental health and relationship with work, and was cost-effective in relation to potential improvements. Design A two-arm, pragmatic, parallel-group, superiority, cluster randomised controlled trial. Setting A total of 80 UK schools (clusters) were recruited in three distinct cohorts between 2012 and 2014 and randomised to TCM (intervention) or teaching as usual [(TAU) control] with follow-ups at 9, 18 and 30 months. Schools and teachers were not masked to allocation. Participants Eighty schools (n = 2075 children) were randomised: 40 (n = 1037 children) to TCM and 40 (n = 1038 children) to TAU. Interventions TCM was delivered to teachers in six whole-day sessions, spread over 6 months. The explicit goals of TCM are to enhance classroom management skills and improve teacher–student relationships. Main outcome measures The primary planned outcome was the teacher-reported Strengths and Difficulties Questionnaire Total Difficulties (SDQ-TD) score. Random-effects linear regression and marginal logistic regression models using generalized estimating equations were used to analyse outcomes. Results The intervention reduced the SDQ-TD score at 9 months [adjusted mean difference (AMD) –1.0, 95% confidence interval (CI) –1.9 to –0.1; p = 0.03] but there was little evidence of effects at 18 months (AMD –0.1, 95% CI –1.5 to 1.2; p = 0.85) and 30 months (AMD –0.7, 95% CI –1.9 to 0.4; p = 0.23). Planned subgroup analyses suggested that TCM is more effective than TAU for children with poor mental health. Cost-effectiveness analysis using the SDQ-TD suggested that the probability of TCM being cost-effective compared with TAU was associated with some uncertainty (range of 40% to 80% depending on the willingness to pay for a unit improvement in SDQ-TD score). In terms of quality-adjusted life-years (QALYs), there was evidence to suggest that TCM was cost-effective compared with TAU at the National Institute for Health and Care Excellence thresholds of £20,000–30,000 per QALY at 9- and 18-month follow-up, but not at 30-month follow-up. There was evidence of reduced disruptive behaviour (p = 0.04) and reductions in inattention and overactivity (p = 0.02) at the 30-month follow-up. Despite no main effect on educational attainment, subgroup analysis indicated that the intervention’s effect differed between those who did and those who did not have poor mental health for both literacy (interaction p = 0.04) and numeracy (interaction p = 0.03). Independent blind observations and qualitative feedback from teachers suggested that teachers’ behaviour in the classroom changed as a result of attending TCM training. Limitations Teachers were not masked to allocation and attrition was marked for parent-reported data. Conclusions Our findings provide tentative evidence that TCM may be an effective universal child mental health intervention in the short term, particularly for primary school children who are identified as struggling, and it may be a cost-effective intervention in the short term. Future work Further research should explore TCM as a whole-school approach by training all school staff and should evaluate the impact of TCM on academic progress in a more thorough and systematic manner. Trial registration Current Controlled Trials ISRCTN84130388. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 6. See the NIHR Journals Library website for further project information. Funding was also provided by the NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula (NIHR CLAHRC South West Peninsula).

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Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Cited by 19 publications

References 30 publications

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Teacher knowledge and attitudes towards inclusion: a cross-cultural study in Ghana, Germany and Spain

Work done in the margins: A comparative study of mental health literacy in pre‐service teacher education in Australia and in Scotland

Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT

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