Understanding and Addressing Oppositional and Defiant Classroom Behaviors

Salend, Spencer J.; Sylvestre, Shawna

doi:10.1177/004005990503700604

Cited by 12 publications

(6 citation statements)

References 30 publications

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“…In addition, how many students attend school hoping to simply learn as much as the noncomplying students will allow them to as a result of their inappropriate behavior?-that is, students who simply disappear in a classroom hoping to go unnoticed by noncomplying students. Numerous studies report that a disproportionately large amount of classroom time is spent on addressing inappropriate behavior (Lopes, 2004;Salend & Sylvestre, 2005;Smith, 2000). Will more security address this issue?…”

Section: Lack Of Consistency In Policy Enforcementmentioning

confidence: 99%

In the Eyes of the Beholder: Urban Student Perceptions of Zero Tolerance Policy

McNeal

Dunbar

2010

Urban Education

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Zero tolerance policy was created as a result of the Gun Free Schools Act of 1994. Varied views exist on zero tolerance policy that include its substantive impact, for whom it is intended, and its viability to address the problem of school violence. Parents, politicians, principals, and teachers have stated their views on the issues. However, there is a voice that is conspicuously absent in this dialogue—that is, students for whom the policy was created to protect. Therefore, in an effort to understand the impact of zero tolerance policy, this study examines urban student perceptions regarding their sense of safety in their schools.

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Section: Lack Of Consistency In Policy Enforcementmentioning

confidence: 99%

In the Eyes of the Beholder: Urban Student Perceptions of Zero Tolerance Policy

McNeal

Dunbar

2010

Urban Education

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“… Improve self-confidence of students by encouraging and emphasizing every good work that they do.  Train students to employ self-management approach to help monitor and control themselves (Salend, & Sylvestre, 2005).…”

Section: Management Strategies Of Oppositional Defiant Disorder (Odd)mentioning

confidence: 99%

“…Applying behavioral management strategies effectively requires understanding the special features of ODD students which is the one of teaching challenges demands (Salend,& Sylvestre, 2005). Moreover, preparation teachers, and employing worthy interventions contribute dealing with ODD students (Jones, 2008).…”

Section: Management Strategies Of Oppositional Defiant Disorder (Odd)mentioning

confidence: 99%

Oppositional Defiant Disorder and Its Management Strategies Among General and Special Education Teachers

Alhowiml

Alothman

2018

pijss

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The current study aimed to identify knowledge of Oppositional Defiant Disorder (ODD) definition, and its management strategies among general and special education teachers of primary school as a main objective, while there were other goals about the effects of job, experience, and level of education on their knowledge of ODD definition, and its management strategies. The study adopted descriptive approach, and design a questionnaire depends on the goals and questions of this study. Moreover, the researcher administrated on (699) female of general and special education teachers. The findings of the study were the level of knowledge of ODD management strategies is high, but the level of knowledge of ODD definition is moderate.The study found statistically significant difference at the level of (0.01) among the average of teacher's responses according to job variable for special education teachers on the total score

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“…Accordingly, teachers need to have extensive knowledge about the unique characteristics of students so that they can design and implement educational programmes that emphasise the strengths and needs of individual students (Salend & Sylvestre, 2005). In addition, Smith et al (2003) asserted that teachers need to identify the reasons for students' behaviour problems and help them improve their behaviour.…”

Section: Introductionmentioning

confidence: 99%

Teacher Trainees’ Strategies for Managing the Behaviours of Students with Special Needs

Ali¹,

Abdullah²,

Majid³

2014

IES

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This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.

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Understanding and Addressing Oppositional and Defiant Classroom Behaviors

Cited by 12 publications

References 30 publications

In the Eyes of the Beholder: Urban Student Perceptions of Zero Tolerance Policy

In the Eyes of the Beholder: Urban Student Perceptions of Zero Tolerance Policy

Oppositional Defiant Disorder and Its Management Strategies Among General and Special Education Teachers

Teacher Trainees’ Strategies for Managing the Behaviours of Students with Special Needs

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