Effective behavioral support: A proactive alternative to school discipline

Lewis, Chris Timothy J.

doi:10.1080/1030011000240204

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…Delaying may ultimately require more individualised student behavioural interventions that would be inconsistent with NZ teachers' general preferences. For US schools, this might suggest that teachers could benefit from becoming more knowledgeable and competent for tailoring evidence-based behavioural strategies for ADHD to formalised behaviour intervention plans within IEPs (Lewis, 2000). Teachers in the US sample frequently reported teaching children with ADHD (84%) and a strong desire to gain more ADHD-related teacher training (96%).…”

Section: Discussionmentioning

confidence: 98%

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Curtis

Hamilton

Moore

et al. 2014

Australas. j. spec. educ.

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This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

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Section: Discussionmentioning

confidence: 98%

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Curtis

Hamilton

Moore

et al. 2014

Australas. j. spec. educ.

View full text Add to dashboard Cite

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Supporting inclusion of at risk students in secondary school through positive behaviour support

Hill¹,

Brown

2013

International Journal of Inclusive Education

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The retention of 'at risk' students in secondary schools is a major challenge to inclusive education policy. Students with non-compliant behaviour at this level are typically dealt with by authoritarian and punitive disciplinary systems that frequently lead to exclusion from school. This paper reports on the successful establishment of a positive behaviour support system in a secondary school. School-wide systemic change was developed to support the inclusion of students at risk of failure and suspension for non-compliant behaviour. The programme led to the retention of all students in the identified cohort and improved academic performance for all the students. Classroom instructional patterns incorporating evidence-based strategies to engage students, goal setting and self management skills were introduced. Collaborative problem solving with students and teachers ensured intervention integrity. The outcome of the programme and extension at a systemic level for the whole school is briefly discussed.

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Effective behavioral support: A proactive alternative to school discipline

Cited by 2 publications

References 33 publications

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Supporting inclusion of at risk students in secondary school through positive behaviour support

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