School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology

Alperin, Alexander; Reddy, Linda A.; Glover, Todd A.; Bronstein, Briana; Wiggs, Nicole B.; Dudek, Christopher M.

doi:10.1080/2372966x.2021.1883996

Cited by 10 publications

(6 citation statements)

References 118 publications

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“…When incorporating anatomical donors into these outreach programs, it is important to approach their use ethically and to inform students about the significance of their donation 38,39 . This is especially true for younger students, who may need additional reminders about respectful behavior throughout the experience 40–42 …”

Section: Discussionmentioning

confidence: 99%

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Comfort levels and experiences of middle school and high school age children in anatomical donor‐based anatomy outreach sessions

Asri,

Baquerizo,

Padilla‐Register

et al. 2024

Anatomical Sciences Ed

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Many health professions schools host anatomy outreach sessions for high school students that utilize anatomical donors. However, teaching with anatomical donors for younger learners is uncommon. This study aimed to assess the comfort levels and experiences of students who attended the anatomy sessions as part of summer programs at Rutgers New Jersey Medical School. Younger learners (students entering grades 7–10; n = 25) and older learners (students entering grades 11–12; n = 33) completed pre‐ and post‐session surveys about their comfort using a 5‐point Likert scale. Before the sessions, most students felt comfortable or very comfortable learning from isolated organs (μ = 2.7, SD = 1.3) or full‐body donors (μ = 2.4, SD = 1.4), even though most have never been to an anatomical donor lab before. After the sessions, the comfort level significantly increased for both isolated organs (μ = 3.3, SD = 1.1; p = 0.02) and full‐body donors (μ = 3.1, SD = 1.2; p = 0.004). For isolated organs, there was no significant difference in the comfort level between younger and older learners before (p = 0.50) or after (p = 0.56) the sessions. Similarly, for full‐body donors, there was no significant difference in the comfort level between younger and older learners before (p = 0.95) or after (p = 0.75) the sessions. Most students expressed that the experience was unique and positive. In conclusion, most students entering grades 7–12 felt comfortable learning from isolated organs and full‐body anatomical donors prior to the sessions and felt more comfortable after the sessions. With this, anatomy outreach programs that utilize anatomical donors could be expanded to include younger learners to provide more dynamic teaching experiences for students of various ages.

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Section: Discussionmentioning

confidence: 99%

“…38,39 This is especially true for younger students, who may need additional reminders about respectful behavior throughout the experience. [40][41][42]…”

Section: Discussion Expectationsmentioning

confidence: 99%

Comfort levels and experiences of middle school and high school age children in anatomical donor‐based anatomy outreach sessions

Asri,

Baquerizo,

Padilla‐Register

et al. 2024

Anatomical Sciences Ed

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“…external factors) variables. While the e ciency of many behavioral interventions has been generally reported (for a review on behavioral interventions, see Alperin et al, 2021), it is still not clear whether instructional practice involving media animation can improve students' compliance with teachers' requests and reduce various disruptive episodes.…”

Section: Disruptive Episodesmentioning

confidence: 99%

Using multimodal learning analytics to model students’ learning behavior in animated programming classroom

2023

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Studies examining students' learningbehavior predominantly employed rich video data as their main source of information due to the limited knowledge of computer vision and deep learning algorithms. However, one of the challenges faced during such observation is the strenuous task of coding large amounts of video data through repeated viewings. In this research, we con rm the possibilities of classifying students' learning behavior using data obtained from multimodal distribution. We employed computer algorithms to classify students' learning behavior in animated programming classrooms and used information from this classi cation to predict learning outcomes. Speci cally, our study indicates the presence of three clusters of students in the domain of "stay active", "stay passive", and "to-passive". We also found a relationship between these pro les and learning outcomes. We discussed our ndings in accordance with the engagement and instructional quality models and believed that our statistical approach will support the ongoing re nement of the models in the context of behavioral pro ling and classroom interaction. We recommend that further studies should identify different epistemological frames in diverse classroom settings to provide su cient explanations of students' learning processes.

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“…(e.g., Alperin et al, 2023;Chen et al, 2022;Gagnon et al, 2020;Goodman-Scott et al, 2018;Ryoo et al, 2018;Wills et al, 2019). PE teachers often face the challenge of effectively managing student behavior, particularly in situations where students have spent prolonged periods sitting at desks and may encounter difficulties in controlling their behavior within an open and unrestricted environment (Rimmer, 1989).…”

Section: Introductionmentioning

confidence: 99%

“…As a result, researchers have shown a growing interest in investigating and developing behavioral interventions set in middle school settings, all with the common goal of enhancing students' behavior. (e.g., Alperin et al, 2023; Chen et al, 2022; Gagnon et al, 2020; Goodman‐Scott et al, 2018; Ryoo et al, 2018; Wills et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Managing middle school students' disruptive behaviors during physical education classes using the color wheel system

Tounsi,

Trabelsi,

Souissi

et al. 2023

Psychology in the Schools

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This study investigated whether the use of the color wheel system (CWS) during physical education (PE) classes is associated with a significant decrease in disruptive behaviors among middle school students. Using a multiple‐baseline single‐case design, we investigated the effects of the CWS on disruptive behavior in nine middle school students with identified disruptive tendencies, aged 13.33 ± 1.1 years on average. Disruptive behaviors were tracked through observation using a 15‐s partial time sampling technique. The results, as indicated by time series graphs and Nonoverlap of All Pairs values ranging from 0.79 to 1.00, consistently demonstrated that the implementation of the CWS led to a reduction in disruptive behaviors across the three classrooms. The findings suggest that the CWS is an effective intervention for mitigating disruptive behaviors among school‐aged children during PE classes. However, it should be noted that the training procedures for implementing the CWS were relatively brief. To address potential limitations in future CWS implementations, it is recommended to address these shortcomings and carefully consider the implementation of the CWS as a behavioral intervention in PE.

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School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology

Cited by 10 publications

References 118 publications

Comfort levels and experiences of middle school and high school age children in anatomical donor‐based anatomy outreach sessions

Comfort levels and experiences of middle school and high school age children in anatomical donor‐based anatomy outreach sessions

Using multimodal learning analytics to model students’ learning behavior in animated programming classroom

Managing middle school students' disruptive behaviors during physical education classes using the color wheel system

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