Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program

Abstract

Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors among diverse learners. Teachers also need support to successfully implement universal practices as well as to develop and enact plans for supporting students with disruptive behavior. This article describes a universal classroom management program that embeds coaching within the model. The coach supported teachers both in implementing universal strategies and in developing and implementing behavior support plans for students with disruptive behavior. The study evaluates the effectiveness of the behavior support plans and the types of coaching activities used to support these plans. Findings indicated that during meetings with teachers, coaches spent time action planning and providing performance feedback to teachers on their implementation of the behavior support plans. In addition, teachers reduced their rate of reprimands with the targeted at-risk students. Students receiving behavioral supports demonstrated decreased rates of disruptive behavior, increased prosocial behavior, and a trend toward improved on-task behavior. In comparison, a matched sample of students with disruptive behaviors did not demonstrate improved outcomes. Implications for practice are discussed.

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

“…First, prior literature emphasizes that teacher-focused PD needs to adopt more 'hands on' and 'in class' training for mental health (Reinke et al, 2014). The PD plus coaching model used in this study reduced the need to remove teachers from their classrooms to attend additional training sessions and allowed teachers to 'learn by example' rather than trying to interpret, learn and role play the new strategies during the didactic training.…”

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

“…While other studies have focused on the effectiveness of IY TCM among both clinical populations (Webster-Stratton, Reid, & Hammond, 2004) and mainstream classrooms (Baker-Henningham et al, 2012;Hutchings et al, 2013;Reinke et al, 2014), no study has yet focused on the appropriateness of the IY TCM Programme for children identified with SEN. A limitation of this study is that its qualitative design does not allow for any conclusions to be made about the effectiveness of the IY TCM Programme for children identified with SEN in mainstream schools. While the relatively small sample size might raise questions about data saturation, empirical research suggests that when the aim is to describe common behaviours/beliefs, a sample of 12 is sufficient for saturation, and overarching themes emerge from samples as small as six (Guest, Bunce, & Johnson, 2006).…”

Predictors of Teacher Support: Turkey and Shanghai in the Programme for International Student Assessment, 2012

“…As an important factor in both academic and social-emotional-behavioral development, classroom management has been widely investigated (e.g., Coetzee, Niekerk, & Wydeman, 2008;Marzano, Gaddy, Foseid, Foseid, & Marzano, 2005), and many classroom management programs have been developed and investigated for their effectiveness (Poduska & Kurki, 2014;Reinke et al, 2014). Classroom management is also important as a supportive strategy, a relationship perhaps best understood by the fact that classroom management and teachers' supportive behaviors are two complementary concepts (Kylie & Rogien, 2015).…”