Tier I implementation supports for classroom management: A pilot investigation targeting teachers’ praise.

Zakszeski, Brittany; Thomas, Lisa; Erdy, Lyndsie

doi:10.1037/spq0000354

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…Nevertheless, teachers still provided more corrective than positive feedback to children with ADHD, emphasizing the importance of increasing positive feedback and decreasing corrective feedback in this group. For children in the TDC group, levels of positive feedback were higher compared to other studies (e.g., Zakszeski et al, 2020). This may be related to teachers selecting a typically developing child, which may have led teachers to select a child they specifically liked.…”

Section: Strengths and Limitationsmentioning

confidence: 54%

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Staff

Oosterlaan

Oord

et al. 2022

School Mental Health

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This cross-sectional study aimed to compare positive and corrective teacher feedback toward children with attention-deficit/hyperactivity disorder (ADHD) and typically developing children, and to examine whether the quality of the teacher–student relationship moderated associations between child behavior and teacher feedback. We observed and coded classroom ADHD behaviors of 55 children with ADHD and 34 typically developing children (TDC; 6–12 years), as well as the levels of positive and corrective teacher feedback they received. Teachers rated closeness and conflict using the Student–Teacher Relationship Scale in the ADHD group. Multilevel analyses revealed that teachers provided significantly more corrective feedback to children in the ADHD compared to the TDC group. Children in the ADHD group received more corrective than positive feedback, but this pattern was reversed for the TDC group. Multiple regression analyses in the ADHD group indicated that lower levels of positive feedback were related to higher levels of motor hyperactivity. Higher levels of corrective feedback were associated with higher levels of verbal hyperactivity. Closeness moderated this association: Corrective feedback was related to levels of verbal hyperactivity only if teachers experienced less closeness in the relationship with the child. None of the other moderation effects were significant. Teachers provided more corrective feedback to children with ADHD than to typically developing children, and teacher feedback toward children with ADHD was associated with levels of hyperactivity. A close teacher–student relationship may serve as protective factor for the receipt of corrective feedback in this group, but experimental studies are needed to confirm this hypothesis.

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Section: Strengths and Limitationsmentioning

confidence: 54%

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Staff

Oosterlaan

Oord

et al. 2022

School Mental Health

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“…Evidence-based classroom management strategies also have a significant effect on student results. On the other hand, teachers struggle to put these principles into reality, necessitating the provision of implementation supports as part of a multitiered framework for supporting teachers' practices (Zakszeski et al, 2020). Furthermore, classroom management has a substantial impact on student behavior control and management (Zylfiu&Dreshaj-Baliu, 2020).…”

Section: Classroom Managementmentioning

confidence: 99%

The Mediating Effect of Work Ethics on the Relationship between Organizational Behavior Foundations and Classroom Management

Banguis¹,

Quines²

2023

Am. J. Multidis. Res. Innov.

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This study aimed to investigate the mediating effect of work ethics on the relationship between organizational behaviour foundations and classroom management among 300 teachers in Division of Davao del Sur. This study employed non-experimental design utilizing path analysis correlation technique. The statistical tools used were mean, Pearson r, and path analysis using SPSS. Research instruments on organizational behaviour foundations, classroom management, and work ethics which were validated were used as sources of data. Using Pearson r, the results revealed that there is significant relationship between organizational behaviour foundations and classroom management, organizational behaviour foundations and work ethics, and work ethics and classroom management. Utilizing path analysis, the results of the study revealed that there is a partial mediation of work ethics on the relationship between organizational behaviour foundations and classroom management. Consequently, the findings of this study contended that work ethics as mediating variable carries a half influence on organizational behaviour foundations and classroom management. Thus, it can be inferred that organizational behaviour foundations caused classroom management because of the presence work ethics and other factors not included in the model. Moreover, the research findings suggested that organizational behaviour foundations of teachers cannot function if the work ethics is not elevated and used as a factor to influence classroom management.

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Self-regulation in the Kindergarten Classroom: Contributions of Relational and Sociodemographic Factors

Zakszeski

Dever

Gallagher

2021

Contemp School Psychol

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Tier I implementation supports for classroom management: A pilot investigation targeting teachers’ praise.

Cited by 6 publications

References 16 publications

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

The Mediating Effect of Work Ethics on the Relationship between Organizational Behavior Foundations and Classroom Management

Self-regulation in the Kindergarten Classroom: Contributions of Relational and Sociodemographic Factors

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