Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School

Abstract

In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour (M = 35.81 to 102.62) and rates of praise per hour (M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low (M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior (b = −.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior

“…There is emerging evidence of variability in teacher’s knowledge, beliefs, and skills prior to consultation (Owens, Coles et al, 2017; Owens, Holdaway et al, 2017; Reddy, Fabiano, Dudek, & Hsu, 2013), receptivity to consultation (Owens, Schwartz et al, 2017), and intervention implementation (Domitrovich et al, 2015; Owens, Coles et al, 2017). For example, we (Owens, Holdaway et al, 2017) examined teachers’ use of praise and appropriate response to rule violations prior to engaging in consultation. Teachers’ rates of praise per hour ranged from 11 to 38 and the percentage of rule violations to which teachers responded appropriately ranged from 27% to 47% for classwide rule violations and 11% to 31% for target student rule violations (a student with or at risk for attention deficit hyperactivity disorder [ADHD]).…”

Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD

“…Furthermore, teachers indicate that they use more frequently those CMSs that they perceive to be more effective (Kaff et al 2007;Mulligan 2001). Owens et al (2018) found that teachers often do not respond appropriately to challenging behavior. However, a higher percentage of appropriate teacher response is associated with fewer rule violations.…”

Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

“…General education teachers are routinely tasked with providing interventions for students with social, emotional, and behavioral problems (Gibson, Stephan, Brandt, & Lever, ), with schools being the most common setting for all mental health service provision for children (Burns et al, ; Langer et al, ). However, studies show that, given competing demands, many teachers have difficulty implementing classroom interventions with high integrity, often leading to suboptimal student outcomes (Noell, ; Owens et al, ). A common contributor to the variability in teacher implementation integrity is the daily competing demands faced by the teacher that may not have been considered by the intervention developer (Eckert & Hintze, ; Long et al, ).…”