Observing Pupils and Teachers In Classrooms (OPTIC): a behavioural observation schedule for use in schools

Merrett, Frank; Wheldall, Kevin

doi:10.1080/0144341860060107

Cited by 50 publications

(31 citation statements)

References 17 publications

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“…Our results are consistent with a considerable body of research that points to the value of using praise as effective management practice (Merrett & Wheldall, 1986). On the other hand, we found some researchers who suggest that praise and reward are not always positive and the use of praise or rewards does not make children feel supported but evaluated and judged (Curry & Johnson, 1990;Kohn, 1994).…”

Section: Greenwoodsupporting

confidence: 81%

Classroom behavior management practices in kindergarten classrooms: An observation study.

Beazidou¹,

Botsoglou²,

Andreou³

2013

HJRE

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Abstract:The main purpose of this paper is to demonstrate the types of management practices that teachers use when disturbing behaviors occur in their classrooms. Teachers and children were observed in 14 kindergartens during daily classroom activities. Data was collected through the use of observation checklists, documents, and teacher's short interviews. The present study distinguishes the classroom management practices into two broad categories: positive non -punitive practices and negative punitive practices. The results showed that teachers combine most of the non -punitive practices such as, establishing and re-establishing rules, encouraging children to be responsible, promoting students to discuss a topic involving behavior, emotions or situations of concern, etc., with punitive practices such as verbal reprimand, intervention by yelling etc. Research has yielded important information that has practical implications for the improvement of classroom behavior management practices.

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Section: Greenwoodsupporting

confidence: 81%

Classroom behavior management practices in kindergarten classrooms: An observation study.

Beazidou¹,

Botsoglou²,

Andreou³

2013

HJRE

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“…A psychologist and a mental health practitioner then rated the video segments using the child observation component of the Observing Pupils and Teachers In Classrooms system (OPTIC; Houghton et al 1990). The OPTIC system has proven to be a reliable and valid method of behavioural assessment and enables the derivation of a 'percentage of on-task behaviour' score for each observed participant (Merrett and Wheldall 1986). The interrater reliability of the 'on-task' ratings in the current study was significant at r=0.…”

Section: Attention To Taskmentioning

confidence: 58%

Fine and gross motor ability in males with ADHD

Pitcher

Piek

Hay

2003

Develop Med Child Neuro

341

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In the this study, both fine and gross motor ability of males with attention-deficit-hyperactivity disorder (ADHD) were compared with a group of control children. Three groups of males with the following ADHD subtypes: predominantly inattentive (ADHD-PI; n=50), hyperactive/impulsive (ADHD-HI; n=16), or combined (ADHD-C; n=38) were compared with 39 control males. Mean ages for the control group were 10 years 4 months (SD 1 year 4 months, range 7 years 8 months to 12 years 11 months); for the ADHD-PI group, 10 years (SD 1 year 2 months, range 7 years 10 months to 13 years); for the ADHD-HI group, 9 years 11 months (SD 1 year 2 months), range 7 years 11 months to 12 years 6 months); and for the ADHD-C group 10 years 2 months (SD 1 year 4 months, range 8 to 13 years). The Australian Disruptive Behaviours Scale and Connors' Parent Rating Scale-Revised were used to assess ADHD symptomatology. Verbal IQ was estimated using two verbal subtests of the Wechsler Intelligence Scale for Children, and movement ability was assessed using the Movement Assessment Battery for Children (MABC) and the Purdue Pegboard test. Findings demonstrated that the children with ADHD had significantly poorer movement ability than control children. A high percentage of these children displayed movement difficulties consistent with developmental coordination disorder (DCD). In addition, the current study found that the type and degree of movement difficulty differed between subtypes. The Total Impairment score, as derived from the MABC, was less severe for the ADHD-HI group than the other two ADHD groups, but more severe than for the control group. Males with ADHD-PI and ADHD-C had significantly poorer fine motor ability (p<0.001) than control males, whereas the ADHD-HI group did not differ significantly from any of the other groups. As children with ADHD only and the control group did not differ significantly on fine motor ability but were significantly better than children categorized with both ADHD and DCD, it was argued that poorer fine motor ability found in children with ADHD could not be attributed to deficits in attention and concentration, but rather to factors relating to their motor ability.

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“…Merrett and Wheldall (1986) suggested that positive events might include verbal praise, gestures (such as nodding and smiling), physical contact (such as a hand on a pupil's shoulder) and the giving of rewards; negative events might include verbal criticism, gestural responses (such as frowning or glaring), withdrawal of rewards and privileges and isolation from the group. 'Academic' feedback within these categories referred to the teachers' responses to academic behaviours (such as giving a correct answer) whilst 'social' feedback referred to the teachers' responses to pupil conduct (such as putting a hand up to answer a question).…”

Section: )mentioning

confidence: 99%

“…Observing pupils and teachers in classrooms (OPTIC; Merrett & Wheldall, 1986) This structured observation framework was employed to ensure consistency in the observational approach used for all participants and to minimise the possibility of subjective interpretations of classroom behaviour. The OPTIC has been used with both primary and secondary school teachers (Merrett & Wheldall, 1987;Wheldall et al, 1989).…”

Section: )mentioning

confidence: 99%

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Robertson

Dunsmuir

2013

Educational Psychology

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Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, selfefficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils' social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed.

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Observing Pupils and Teachers In Classrooms (OPTIC): a behavioural observation schedule for use in schools

Cited by 50 publications

References 17 publications

Classroom behavior management practices in kindergarten classrooms: An observation study.

Classroom behavior management practices in kindergarten classrooms: An observation study.

Fine and gross motor ability in males with ADHD

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

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