Errorless embedding for children with on-task and conduct difficulties: Rapport-based, success-focused intervention in the classroom

Ducharme, Joseph M.; Harris, Kimberly

doi:10.1016/s0005-7894(05)80070-x

Cited by 22 publications

(15 citation statements)

References 40 publications

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“…Finally, children's on-task behavior did not significantly contribute to oppositional behavior, whereas talking-out behavior did not significantly add to hyperactive behavior. This shows that although both classroom behavior are linked to oppositional behavior (Ducharme and Harris 2005) and hyperactive behavior (Kofler et al 2008), these classroom behaviors had no predictive power for the concerned behavior development over time. Moreover, these findings show that the relevant classroom behaviors of children were different for hyperactive and oppositional behavior development.…”

Section: Discussionmentioning

confidence: 89%

“…We focused on two frequently studied child classroom behaviors, on-task and disruptive behavior and two teacher behavior management techniques, praise for appropriate behavior and negative remarks toward disruptive behavior (cf. Ducharme and Harris 2005;Ferguson and Houghton 1992;Kofler et al 2008;Sutherland et al 2000;Van Acker et al 1996). We hypothesized that children's ontask behaviors would increase and their disruptive behaviors would decrease in the GBG classes at the end of each intervention year (end of the second and third grade) as opposed to the control classes.…”

Section: The Role Of Teacher Behavior Management In the Development Omentioning

confidence: 99%

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The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

Leflot

Lier

Onghena

et al. 2010

J Abnorm Child Psychol

124

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The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Fivehundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.Keywords Disruptive behavior . Classroom behavior . Teacher behavior management . Intervention . Good Behavior GameWithin elementary school, teachers have an important role in managing children's behavior, including the management of children's disruptive behaviors (Rydell and Henricsson 2004;Sutherland and Oswald 2005). It is therefore not surprising that research has been directed at the link between teacher behavior management and children's classroom behavior. Studies have shown that adequate behavior management techniques (e.g., providing clear expectations and routines, stating clear rules and consequences, and consistently using praise and other rewards) can reinforce children's appropriate classroom behavior and may reduce disruptive classroom behaviors (e.g., Ferguson and Houghton 1992;Sutherland et al. 2008;Sutherland et al. 2000;Van Acker et al. 1996), while other behavior management techniques such as reprimands, corrections, and commands may elicit more child disruptions (e.g., Nelson and Roberts 2000;Wehby et al. 1995). Despite the existing empirical evidence on the links between teacher behavior management and children's behavior in the classroom, little is known about the consequences of teacher behavior management for children's further disruptive behavior development and about how teacher behavior management may affect this further development. The purpose of the present study is to investigate the role of teacher behavior management in the development of disruptive behavior in early elementary school, using a design with a universal classroom preventive intervention.In this study we focus on the development of hyperactive and oppositional behavior. Children with hyperactive and oppositional behavior have been shown to be at increased risk for other concurrent problems, such as

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Section: Discussionmentioning

confidence: 89%

Section: The Role Of Teacher Behavior Management In the Development Omentioning

confidence: 99%

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

Leflot

Lier

Onghena

et al. 2010

J Abnorm Child Psychol

124

View full text Add to dashboard Cite

show abstract

“…Ducharme and Harris (2005) assert that severe behavioural difficulties can often be viewed as a child's only means of adapting to adverse environments (Lewis, 1997, as cited in Ducharme & Harris, 2005). As such, interventions that focus solely on the suppression of problem behaviours without teaching any new alternative skills may eliminate the only coping strategies available to these children (Ducharme & Harris, 2005).…”

Section: Reactive Classroom Managementmentioning

confidence: 99%

“…However, as noted by Ducharme and Harris (2005), reinforcement-based procedures alone are often unsuccessful in treatment for children exhibiting severe behaviour difficulties (e.g,. Barkley, 2000;Forehand, 1986;Rosen, O'Leary, Joyce, Conway, & Pfiffner, 1984).…”

Section: Reactive Classroom Managementmentioning

confidence: 99%

The Effects of a Teacher–Child Play Intervention on Classroom Compliance in Young Children in Child Care Settings

Levine

Ducharme

2012

J Behav Educ

Self Cite

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The current study evaluated the effect of a teacher conducted play intervention on pre-school aged children's compliance in child care settings. Study participants included 11 children ranging in age from 2 to 5 years old and seven early childhood education teachers within seven classrooms across five child care centres. Teachers were trained to conduct daily 5 minute play sessions consisting of contingent praise, mirroring, and warm responsiveness. A combination ABAB and multiple baseline design was used to demonstrate the effect of the play intervention.Pre-treatment observations revealed varying degrees of recurring child compliance difficulties.The play intervention was associated with improved rates of compliance for each participant child regardless of differences in age, gender, and level of compliance difficulties. The intervention is discussed with regard to its potential as a pro-active, non-intrusive strategy for improving young children's classroom compliance.ii ACKNOWLEDGEMENTS

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“…This approach is beginning to accumulate an evidence base when used with clients with TBI [16][17][18][19][20]. The approach is more readily used in community settings and indeed, to date, only the Positive Behaviour Interventions and Supports (PBIS) approach of Ylvisaker et al [5] has been evaluated in the community with clients with TBI [15].…”

mentioning

confidence: 99%

Alternatives to extinction in brain injury rehabilitation. A reply to Wood and Thomas

Giles

Baxter²,

Manchester

2014

Brain Injury

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Errorless embedding for children with on-task and conduct difficulties: Rapport-based, success-focused intervention in the classroom

Cited by 22 publications

References 40 publications

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

The Effects of a Teacher–Child Play Intervention on Classroom Compliance in Young Children in Child Care Settings

Alternatives to extinction in brain injury rehabilitation. A reply to Wood and Thomas

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