Clarifying Behavior Management Terminology

Justen, Joseph E.; Howerton, D. Lynn

doi:10.1177/105345129302900107

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Teachers value different means of reaching these goals. Proponents of humane behavior management point to the advantages of reinforcement strategies, shaping, and response costs to make transitions efficient and reduce discipline problems (Justen & Howerton, 1993;Walker, Colvin, & Ramsey, 1995). In contrast, proponents of relational approaches to schooling, such as the RC approach, emphasize developing relationships with each child, spending time on community building, and setting up routines in the classroom to achieve these same goals (Battistich, Solomon, fim, Watson, & Schaps, 1995;Cohen, 2001;NEFC, 1997).…”

Section: Discipline and Behavior Managementmentioning

confidence: 99%

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Rimm‐Kaufman¹,

Sawyer²

2004

The Elementary School Journal

245

119

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In this study we examined the ways in which experience with a relational approach to education, the Responsive Classrootn (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.

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Section: Discipline and Behavior Managementmentioning

confidence: 99%

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Rimm‐Kaufman¹,

Sawyer²

2004

The Elementary School Journal

245

119

View full text Add to dashboard Cite

show abstract

“…Previous research has indicated that teachers tend to implement positive reinforcement procedures over all others (Atici, 2007). A consistent finding has been that the teachers do not differentiate between negative reinforcement and punishment (Gaddis, 1980;Justen and Howerton, 1993;Maheady, Sacca, and Harper, 1982;Sidman, 2006). The principle difficulty was in the use of the term negative and punishment being used as synonyms.…”

Section: Discussionmentioning

confidence: 99%

Perception and use of reinforcement by special education teachers

Dovey

Francis

Corbett

et al. 2017

Research in Spec Educ Needs

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This study aimed to investigate whether special education teachers shared similar difficulties in their understanding of reward and punishment as their mainstream peers. Thirty‐five teachers working in six special education needs schools took part in a mixed methods study to explore their use and understanding of reinforcement principles. The purpose of the mixed methods approach was to triangulate the teachers use and perceived use of different reinforcement strategies within the classroom. Teachers’ had a good grasp of positive reward‐based strategies, but their understanding of the other three types of reinforcement (negative reward, punishment and penalty) was less accurate. There was a clear aversion amongst the sample to discuss punishment with many stating that they do not use it, which contrasted with the observations. Structured continued professional development interventions are required to rectify the discrepancies between belief and evidence.

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The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

Rimm‐Kaufman

Storm

Sawyer

et al. 2006

Journal of School Psychology

116

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Clarifying Behavior Management Terminology

Abstract: Clarifies definitions and concepts associated with behavior management strategies

Cited by 3 publications

References 9 publications

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

Perception and use of reinforcement by special education teachers

The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

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