A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers

Abstract

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

A Brief Intervention to Increase the use of Precorrection and Praise by Elementary School Teachers

“…Unfortunately, when responding to problem behavior, many teachers rely on ineffective procedures such as detention, suspension, or other consequence-based measures (Maag, 2001;Smart & Igo, 2010;Valenti, 2011). Student problem behavior is a fundamental concern for teachers, yet many do not feel equipped to prevent or address the behavior (Allday et al, 2011).…”

“…Under these circumstances, teachers perceived their management strategies to be largely ineffective and reported implementing them inconsistently (Baker, 2005;Main & Hammond, 2008). Additionally, there is often a sharp drop in use, efficacy, and teacher confidence as they move from universal behavior intervention practices to individualized behavior support (Crimmins, 2006;Main & Hammond, 2008;Smart & Igo, 2010). This may explain why teachers are more likely to avoid or retreat from students with problematic behavior profiles than intervene (Abidin & Kmetz, 1997;Abidin & Robinson, 2002;Ratcliff, Jones, Costner, & Savage-Davis, 2011).…”

“…Table 1 summarizes the research discussed earlier regarding the skills and attitudes of classroom teachers around behavior supports. The pattern emerging from this examination of the behavior support practices of teachers shows that many teachers initially rely on consequences and universal practices to address problem behavior (Couvillon, 2006;Smart & Igo, 2010;Valenti, 2011). If problem behavior persists, teachers quickly lose confidence and resort to retreatism or discipline measures (Baker, 2005;Clunies-Ross, 2008;Ratcliff et al, 2011).…”

“…Novice teachers report low confidence in their abilities to effectively manage student behavior (Hertzog, 2002;Meister & Melnick, 2003;Smart & Igo, 2010). This is not an issue unique to the United States of America: The Australian Education Union (n.d.) national survey of 1,200 beginning teachers identified behavior management as the second most significant concern for new teachers.…”

“…Yet, teachers often resort to punitive discipline. Many teachers initially rely on consequences and universal practices, such as proximity, ignoring or redirection, to address problem behavior (Smart & Igo, 2010;Valenti, 2011). If problem behavior persists, many teachers quickly lose confidence and resort to retreatism or discipline measures (Baker, 2005;Ratcliff et al, 2011).…”