Behavior Management in Inclusive Classrooms

Carpenter, Stephanie L.; McKEE-HIGGINS, Elizabeth

doi:10.1177/074193259601700402

Cited by 24 publications

(16 citation statements)

References 8 publications

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“…Noting that many students with special needs seem to require direct instruction of appropriate behaviors, some researchers (Carpenter & McKee-Higgins, 1996;Colvin, Kameenui, & Sugai, 1993) suggested what they term an instructional approach to behavior management. In this approach, the focus is on directly instructing students in appropriate behaviors and responses to classroom situations and activities.…”

Section: The Inclusion Contextmentioning

confidence: 99%

Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education

Emmer¹,

Stough²

2001

Educational Psychologist

756

410

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Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learning activities and inclusion of children with special needs illustrate particular contexts that affect management. Utilization of classroom management content in educational psychology components of teacher preparation is discussed. 2. The creation of positive teacher-student and peer relationships.

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Section: The Inclusion Contextmentioning

confidence: 99%

Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education

Emmer¹,

Stough²

2001

Educational Psychologist

756

410

View full text Add to dashboard Cite

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“…Carpenter and McKee-Higgins ( 1996) cited research that has shown that one of the essential components for the creation of a positive class climate is a high rate of student academic involvement and achievement in which the content of the curriculum and instructional delivery focus on high rates of student engagement during instruction and practice.…”

Section: Focus0flmentioning

confidence: 99%

“…This high degree of time-on-task and appropriate instructional strategies may represent an additional means of decreasing disruptive behavior in the classroom and may promote gains in academic performance of students. Carpenter and McKee-Higgins ( 1996) cited research that has shown that one of the essential components for the creation of a positive class climate is a high rate of student academic involvement and achievement in which the content of the curriculum and instructional delivery focus on high rates of student engagement during instruction and practice.…”

Section: Focus0flmentioning

confidence: 99%

Engaged Time in the Classroom

Johns¹,

Crowley²,

Guetzloe³

2017

focusXchild

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A. J. is a very bright fifth grader who is enrolled in a regular classroom and now has been referred for emotional and behavioral disorders because of his acting out and aggressive behavior. The school psychologist observes A. J. in the classroom. The second-year teacher, who is struggling with lesson planning, provides lectures, during which A. J. is very attentive. The teacher then gives the students an independent practice sheet; she anticipates that the students will need 30 minutes to complete the sheet. A. J. completes the assignment within 5 minutes, has nothing to do, and starts to verbally pick on other students about how slow they are. The other students then call A. J. names. A. J. gets up and proceeds to "get in" the others' faces and yells at them. THE IMPORTANCE OF ENGAGED TIMEForemost in an effective curriculum for students with E/BD is a high level of engaged time-time spent doing meaningful learning activities. If A. J. had been busy, he would not have had time to get into trouble. Winn, Menlove, and Zsiray (1997) stated that the link between time and learning is one of the most consistent findings in educational research. Wise allocation and the productive use of time increase the likelihood that greater student learning will take place. Unfortunately, schedules often control the school and drive the curriculum. In those situations, students and learning, which should be the focus of the school and the classroom, are often sacrificed to schedules. Kauchak and Eggen (1993) defined the following terms: allocated time, instructional time, engaged time (time-on-task), and academic learning time.Allocated time is the amount of time that a teacher designates for a topic. For instance, the teacher may allow 55 minutes for social studies or 75 minutes for mathematics. FOCUS ON EXCEPTIONAL CHILDREN DECEMBER 2008Instructional time is the amount of time that the teacher devotes to active teaching. It is often the time left for teaching after routine management and administrative tasks are completed. In all school programs, too much learning time is lost in counting lunch money, waiting for school buses, waiting to go to lunch, and taking restroom breaks. Although these nonengaged times often give teachers breaks, they also provide opportunities for students with behavioral problems to get into trouble. All teachers must look at the amount of "down time" that occurs during a school day and do all that is possible to reduce that time dramatically.Engaged time (time-on-task) is the portion of instructional time that students spend directly involved in learning activities. Walker and Severson (1992) defined the following components of academic engaged time: (a) The student is attending to the material and the task, (b) the student is making appropriate motor responses (e.g., writing), and (c) the student is asking for assistance in an acceptable manner. FOCUS0flExce_ntional children ISSN 0015-SllX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to ...

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“…Consistent behavior helps as changing or shifting strategies show a lack of decisiveness when misbehavior occurs. Keeping students occupied is one way to handle behavioral problem as busy students are far less likely to exhibit disruptive behavior [4]. The students should work at appropriate levels; boredom and frustration often lead to students' acting out [10].…”

Section: Positive Classroom Behaviormentioning

confidence: 99%