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Implementing Behavior Management Strategies to Manage Disruptive Student Behavior
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This paper examined research considering how teachers and educational leaders may equitably lead and teach during a rise of disruptive student behavior. The research analyzed was qualitative, quantitative, quasi-experimental, or mixed-methods. These research studies delved into different school-wide interventions, classroom management systems, classroom interventions, and professional development. These models, systems, and strategies may work together to allow for positive student behavior and an overall conducive learning environment for all students. The studies recognized the challenges educators face with the rise of disruptive behaviors, and throughout each theme, solutions were given. With the given solutions through the research, fidelity and buy-in from teachers and administration became the most significant barriers to implementing the researched solutions. The research suggested the importance of data collection to make appropriate decisions regarding behavioral models, systems, and strategies. The research also demonstrated a need for training in managing challenging student behaviors and how to manage those behaviors through classroom management appropriately for preservice and veteran teachers. With the thoroughly analyzed research regarding disruptive student behavior, it is recognized in the research outcomes there is not a one-size-fits-all approach to this educational issue. Schools will need to address the educational issue for each specific district or site; nevertheless, the issue of disruptive student behavior can be managed appropriately through proper implementation of school-wide interventions, classroom interventions and management, and professional development around behavior management.
Keywords: disruptive student behavior, positive behavior intervention supports (PBIS), classroom management, interventions, professional development (PD
Effective Writing Supports for Multilingual Learners
Get PDFThis paper offers practical insights into how early elementary classroom teachers can effectively support and engage multilingual learners (MLL) throughout the writing process. Data from the National Center for Education Statistics (NCES) (2012) documents that many MLL students consistently struggle to develop reading and writing fluency skills at the same rate as their Native English-speaking (NES) peers. The studies selected for this review focused on MLL students from prekindergarten through third grade and how classroom teachers can utilize supports they already have in place, such as working in buddy pairs or teaching phonemic awareness (PA), while utilizing new strategies like translanguaging and teaching a broader understanding of audience equip MLL students for a world in which writing is an essential part of effective communication. In addition to considering academic supports, the studies reviewed how teachers\u27 perceptions of MLL students\u27 L1 and their abilities also impact writing development. These insights are designed to immediately apply in the classroom, providing teachers with practical strategies and support for MLL students
NJCAA Athletes\u27 Psychological Preparedness to Return to Sport Following Injury Without the Use of Psychological Readiness Tools
Get PDFThe purpose of this study was to evaluate NJCAA level athletes’ psychological readiness to return to play (RTP) after injury without the use of screening tools. Confidence levels and mood disturbances experienced by athletes while they were injured and first returning to sport following injury were investigated using mixed methodology. Forty-one National Junior College Athletic Association level athletes participated in an online survey that utilized the Injury-Psychological Readiness to Return to Sport Scale (I-PRRS), Brunel Mood Rating Scale (BRUMS), and open-ended questions related to mental readiness. The average total score for the I-PRRS scale was 41.6 while the BRUMS subscale suggested that on average, the athlete was not prepared to return to play based on their mood. The themes collected from the qualitative data included confidence, positivity, happy, energy, mental toughness, and calm. While many athletes testified in the qualitative data that they were psychologically ready to RTP following injury, this differs from the quantitative findings that suggested that athletes were only moderately prepared. The results from this study support the use of psychological readiness measurement tools during injury rehabilitation in NJCAA athletes to ultimately restore their self-confidence and confidence in the injured segment and overall performance
When Pushback Comes to Emotional Shove: Examining the Impact of Harsh Parenting on Children’s Behavior
Get PDFAs parents are a child’s first teachers, high-quality information about parenting techniques is vital. Parents should have the opportunity to make informed, evidence-based decisions about the best parenting styles for each child through an understanding of appropriate developmental implications. Many parents are not aware of the adverse effects some techniques can have, even if outcomes appear positive on the surface. This research paper aimed to illustrate how harsh parenting methods can negatively impact a child’s behavior. To accomplish this, a collection of peer-reviewed articles was thoroughly reviewed. Following an introduction to the existing knowledge, 18 articles were presented. The articles were found through searches in the Concordia University, St. Paul digital library collections. Various subtopics were addressed, ranging from direct effects to the cyclical nature of certain behaviors. Variables included mediators of parenting, such as mental health aspects, and types of harsh parenting (emotional or physical). Outcomes of these variables in responses from children fell into two broad categories: internalizing behaviors and externalizing behaviors. Neurological associations were also included. Most of the studies examined associated externalizing behaviors. Overall conclusions from the articles’ findings were synthesized, and appropriate implications and recommendations were discussed. There was a general agreement that harsh parenting does, in fact, negatively impact children’s behavior. These findings have numerous applications for parents, children, and human service professionals (HSPs) working with them. Taking steps toward healthier parenting while acknowledging the needs of every person involved will benefit society for generations to come
Understanding Confabulation: An Introduction for Criminal Justice and Mental health Professionals
Get PDFConfabulation is the spontaneous or provoked use of inaccurate information to fill in memory gaps. This phenomenon is distinctly different from lying because there is no intent to deceive. Confabulation can be found in relatively healthy individuals as well as individuals with serious cognitive and psychiatric disorders (e.g., schizophrenia, fetal alcohol spectrum disorder (FASD), and Korsakoff’s syndrome). As such, multiple causal pathways may lead to confabulation. Because confabulation can complicate the jobs of anyone working with clients in the mental health or legal systems, professionals should have a greater understanding of confabulation. Confabulation is a term that is surrounded by some confusion. This is not surprising given its multiple definitions, uncertain etiology, and its loose association with a wide range of psychiatric disorders. In fact, confabulation can even occur in individuals who have no identified cognitive or psychiatric disorder. Although it may be a confusing, vague, or even an unfamiliar concept, confabulation plays an important role in mental health and forensic settings. To increase awareness of criminal justice and mental health professionals, this article defines confabulation and reviews risk factors and causes of confabulation
Fetal Alcohol Spectrum Disorder (FASD) in the Criminal Justice System: More Common Than You Think
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Get PDFAutism Spectrum Disorder (ASD) is the fastest growing developmental disability in the United States. Emerging in early childhood, ASD is characterized by deficits in communication, social interaction, and behavior. As its name suggests, ASD encompasses a broad number of symptoms, deficits, and degrees of severity, and although the majority of individuals with ASD will not become involved in the criminal justice system, the symptoms of ASD can have a debilitating effect in this setting. The familiarization of criminal justice professionals with ASD has the potential to improve short- and long-term outcomes for individuals diagnosed with this disorder
Attachment and Trauma-Related Problems: Implications for Criminal Justice and Forensic Mental Health Professionals
Get PDFSecure attachment with a caregiver creates a foundation for psychological stability and fosters resilience in the face of future experiences of undue stress. In the face of unavailable, abusive or emotionally disconnected attachment figures, developing children are increasingly vulnerable in ways that deleteriously impact their quality of life and mental health across the life span. Further, the lack of secure attachment in combination with traumatic experiences increases the risk of antisocial and criminal behavior. In light of this pathway to offending behavior, criminal justice and forensic mental health professionals have an opportunity to better recognize the critical significance of disrupted attachment and individual trauma history in order to reduce the likelihood of future criminal behavior
