Reported strategies for responding to the aggressive and extremely disruptive behaviour of students who have special needs

Murik, Joe; Shaddock, Anthony; Spinks, Anthony; Zilber, David; Curry, Craig

doi:10.1080/1030011050290103

Cited by 8 publications

(6 citation statements)

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“…Since pre-service and in-service teachers appear to be significantly influenced by their experience, both direct and indirect, when selecting an intervention, it has been suggested that teachers should be provided with more opportunities to reflect on their experience and share effective best practice (Murik, Shaddock, Spinks, Zilber, & Curry, 2005). It is important that this experience acknowledges the diversity of school populations and, as such, Baker (2005) suggests that professional development should be tailored to the specific needs of individual teachers rather than a "one-size fits all" approach.…”

Section: Resultsmentioning

confidence: 99%

Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy

Main

Hammond

2008

AJTE

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Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher's behaviour, and preservice training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best practice. In addition, pre-service teachers were surveyed before and after their practicum in order to determine if actual classroom experience impacted on their self-efficacy and their knowledge of behaviour management strategies. Findings indicated that self-efficacy beliefs among this cohort of preservice teachers were generally high and were even higher after the practicum. There were concerns, however, that the range of behaviour management strategies identified by preservice teachers was limited and did not incorporate strategies to deal with more challenging and persistent behaviour problems.

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Section: Resultsmentioning

confidence: 99%

Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy

Main

Hammond

2008

AJTE

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“…However, both inservice and staff meetings were required for these teachers and study participation took place prior to receiving any inservice materials in both settings. Another possible limitation may have been teachers' lack of familiarity with the behavioural interventions used (Murik et al, 2005). Future studies may also consider including interventions focused solely on teachers' instructional methods in addition to child-focused behavioural strategies.…”

Section: Discussionmentioning

confidence: 95%

“…Indeed, recent findings by Rideout and Morton (2010) suggest that practicum socialisation experiences are more predictive of preservice teachers' beliefs regarding classroom discipline than demographic, experiential, or other personal variables. This is also exemplified in a study examining Australian teachers' beliefs and practices about discipline where teachers relied more heavily on personal experiences rather than evidence-based practices to guide their interventions (Murik, Shaddock, Spinks, Zilber, & Curry, 2005). The United States (US) and New Zealand (NZ) are two nations that present fundamentally different models for addressing special needs within the classroom.…”

Section: Societal and Cultural Contexts For Teacher Beliefsmentioning

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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“…Pour compléter la formation initiale, les activités de formation continue s'avèrent une solution intéressante pour soutenir le développement professionnel des enseignants (Murik, Shaddock, Spinks, Zilber et Curry, 2005). Toutefois, certains critères semblent influencer de manière significative l'efficacité avec laquelle elles produiront leurs effets.…”

Section: Une Formation Qui Favorise La Mise En Oeuvre De Pratiques D'unclassified

La gestion des problèmes de comportement en classe inclusive : pratiques efficaces

Gaudreau

2012

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Cet article présente des pistes d’intervention susceptibles de soutenir l’inclusion scolaire des élèves présentant des comportements difficiles à l’école. Il vise à susciter la réflexion et la mobilisation des différents acteurs de l’éducation responsables de la mise en oeuvre de mesures d’accueil et de soutien aux élèves présentant des difficultés d’ordre comportemental. Parmi les pistes d’intervention explorées, on accorde une importance particulière à la formation du personnel scolaire; au développement de leur sentiment d’efficacité personnelle en matière d’intervention auprès des élèves présentant des comportements difficiles; à la prévention des difficultés de comportement, en cherchant par exemple à établir une relation positive entre l’enseignant et chaque élève, de même qu’à la planification, au suivi et au travail de collaboration des différents acteurs scolaires.

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Reported strategies for responding to the aggressive and extremely disruptive behaviour of students who have special needs

Cited by 8 publications

References 0 publications

Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy

Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy

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

La gestion des problèmes de comportement en classe inclusive : pratiques efficaces

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