Teachers' perspectives on student problematic behavior and social skills

Abstract

The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre-and post-program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.

Where the action is: Exploring adolescents’ perspectives of middle school social venues

“…While much research has focused on varying perspectives of school climate, that perspectives of these spaces differ between young adolescents and adults reinforces the need for continued investigation into non-academic school spaces (Carter Andrews & Gutwein, 2020;Cash, Bradshaw, & Leaf, 2015;Cash, Debnam, Waasdorp, Wahl, & Bradshaw, 2019;Kantorová, 2009;Letendre et al, 2016;Ostrander, Melville, Bryan, & Letendre, 2017;Ramsey et al, 2016;Riney & Bullock, 2012).…”

An investigation of the relationship between childhood abuse experience and social skill levels of teacher candidates<p>Öğretmen adaylarının çocukluk dönemi istismar yaşantıları ile sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi

“…Durmuşoğlu-Saltalı (2012), olumlu sosyal becerilerin arttıkça istismar yaşantısının azaldığını; olumsuz sosyal becerinin arttıkça istismar yaşantısının da arttığı bulgularına vararak, istismar ve sosyal beceri arasında bir ilişkinin olduğunu belirtmiştir. Riney & Bullock (2012), önleyici müdahale servislerinden destek alan öğrencilerin sosyal becerilerinin arttığı ve problemli davranışlarının azaldığı sonucuna varmışlardır. Ünalmış (2010), önceden istismara uğramamış bireylerin, daha önceden istismar yaşantısı olan bireylere göre daha çok sosyal becerisi olduğunu tespit etmiştir.…”

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

“…Behaviour problems within a classroom increase the stress levels of both teachers and students, disrupt the flow of lessons, impede learning objectives and the processes of learning, and negatively affect school climate (Parsonson, 2012). Students with SEBDs also tend to internalise problems such as anxiety and/or withdrawal, which in turn places them at risk of academic failure and dropout (Arici-Ozcan et al, 2019;Gunter et al, 2002;Riney & Bullock, 2012). Challenges in the classroom behavioural management of students with SEBD are usually a great concern for educational professionals; these challenges impact both the student and the classroom as a whole (Chafouleas et al, 2010;Clunies-Ross et al, 2008).…”