How to Manage Disruptive Behavior in Inclusive Classrooms

Daniels, Vera I.

doi:10.1177/004005999803000405

Cited by 14 publications

(13 citation statements)

References 19 publications

(4 reference statements)

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“…Indeed the management and instructional roles of teachers cannot be separated: Effective teaching requires effective management (Kerr & Nelson, 2001;Maag, 1999;Walker, Shea, & Bauer 2004;Zabel & Zabel, 1996;Zirpoli, 2005). Research of effective teaching suggests that a productive classroom environment reduces both frequency and magnitude of disruptive student behavior (Daniels, 1998).…”

Section: Abstract: Behavior Management Strategies Special Educationmentioning

confidence: 99%

Revisiting Cost-Benefit Relationships of Behavior Management Strategies: What Special Educators Say About Usefulness, Intensity, and Effectiveness

Kaff

Zabel

Milham

2007

Preventing School Failure: Alternative Education for Children a

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Section: Abstract: Behavior Management Strategies Special Educationmentioning

confidence: 99%

Revisiting Cost-Benefit Relationships of Behavior Management Strategies: What Special Educators Say About Usefulness, Intensity, and Effectiveness

Kaff

Zabel

Milham

2007

Preventing School Failure: Alternative Education for Children a

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“…The physical arrangement of the classroom has the potential to encourage desirable behaviour or contribute to students' misbehaviour (Daniels, 1998). Additionally, unlike other factors that also impact on behaviour (e.g., individual student characteristics, social dynamics), seating arrangement is one factor that is typically under teacher control.…”

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confidence: 99%

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

Wannarka

Ruhl

2008

Support for Learning

126

119

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Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi‐circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most.

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“…Akalın (2007) indicated that teachers' academic behaviors increased students' academic behaviors. It is important that teachers complaining of students' problem behaviors (Daniels, 1998;Jordan et al, 2009;McClean, 2007;Mitchem & Benyo, 2000;Niesyn, 2009;Uysal, 2004) realize the decreasing effect it has on making students engaged in the lesson.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers stated that students with disabilities had more behavior problems than their peers and that these created more difficulties in maintaining class order, with teachers suggesting that these students should be placed in separate classrooms (Jordan, Schwartz, & McGhie-Richmond, 2009;McClean, 2007;Mitchem & Benyo, 2000). Moreover, students with disabilities required special attention and time for dealing with behavior problems and engaging them in lessons (Daniels, 1998;Niesyn, 2009). However, whether with or without special needs, all students' behaviors are directly related to teachers' behaviors (Greenwood & Carta, 1987) as teachers leading order in the classroom can increase students' success.…”

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confidence: 99%

Teacher and Student Behaviors in Inclusive Classrooms

2015

EDUC SCI-THEOR PRACT

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In this study, I examined general education teachers' classroom behaviors and as well as academic engagement, off-task and problem behaviors of students with special needs. The sample group of this study comprised 54 general education teachers working at local primary schools in Eskisehir, Turkey and their 54 students with mild intellectual disabilities. Teachers' and students' behaviors were observed and recorded on a data collection form designed according to the time-sampling method. Observations took place in each of the 54 classrooms, in four different lessons, for a total of 120 min in each classroom during the spring term of the 2011-2012 academic year. Results indicated that students with mild intellectual disabilities showed academic engagement in 58.58%, off-task behavior in 34.11%, and problem behaviors in 7.31% of the lessons. During those lessons, teachers' academic communication with students with mild intellectual disabilities 7.50% of the observation time, while approval of their behaviors was at 0.13% and disapproval of their behaviors was 0.27%. The behaviors of students with mild intellectual disabilities and the academic communication of teachers with them significantly changed according to the placement of these students in the classroom and the teachers' adjustments in the instructional program toward them.

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How to Manage Disruptive Behavior in Inclusive Classrooms

Cited by 14 publications

References 19 publications

Revisiting Cost-Benefit Relationships of Behavior Management Strategies: What Special Educators Say About Usefulness, Intensity, and Effectiveness

Revisiting Cost-Benefit Relationships of Behavior Management Strategies: What Special Educators Say About Usefulness, Intensity, and Effectiveness

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

Teacher and Student Behaviors in Inclusive Classrooms

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