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Reduction of disruptive behaviors using an intervention based on the Good Behavior Game and the Say‐Do‐Report Correspondence

Disruptive technologies: Advances that will transform …

Heading Off Disruptive Behavior | American Federation …

THE EFFECTS OF A GOOD‐BEHAVIOR CONTRACT ON THE CLASSROOM BEHAVIORS OF SIXTH‐GRADE STUDENTS1
I’m confident you will find solutions to motivating youngsters within the pages of our book – published by Corwin Publications. Motivational solutions which will help make your house or the schoolhouse a place you, as well as your youngsters, will look forward to being each day.
The book explores the reasons for disruptive and defiant behaviors and what can be done to motivate them into self-starters. We will look at our responses to these behaviors and how we might be contributing to some of the problems. We will consider what motivates youngsters and how to connect with them, as well as how to manage their behavior, both on an individual basis and from the standpoint of managing a group.
There is hope for a brighter tomorrow, because you are the leader young people look to for guidance and motivation. Enjoy the journey.
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Remote population-based intervention for disruptive behavior at ..

INSTRUCTIONS AND GROUP VERSUS INDIVIDUAL REINFORCEMENT IN MODIFYING DISRUPTIVE GROUP BEHAVIOR1
Reprimands are the most frequent punishment used by teachers. Contacting parents, losing privileges, and time-outs come next in frequency. Reprimands include a statement of appropriate alternative behavior. Students respond well to short reprimands followed by clear, directed statements. Effective reprimands are specific, do not humiliate the child, are provided immediately, and are given with a firm voice and controlled physical demeanor. They are often backed up with a loss of privilege, including a statement encouraging more appropriate behavior. Attempt to describe the behavior that you observe, rather than how you feel about the certain behavior. Instead of telling a student that he or she is rude for interrupting, make a statement such as, “You have interrupted me three times. I will answer your question as soon as I finish the explanation.”‘ This should be delivered in a calm way and in a way that does not embarrass the child in the presence of others. Jeremy had complained to his mother that his teacher was always yelling at him to keep still or be quiet. Feeling particularly upset one afternoon, Jeremy wrote his fifth-grade teacher the letter presented in Figure 4.8. Fortunately, after reading this letter, his teacher understood that yelling was an ineffective way to deal with Jeremy’s behavior.

 

Use of a behavioral graphic organizer to reduce disruptive ..

Learn more about Disruptive Behavior Disorders symptoms, diagnosis, and treatments from experts at Boston Children’s, ranked best Children’s Hospital by US News.
Furthermore, the intensity or aversiveness of the initial delivery of the reprimand may be critical for children with ADHD (Futtersak, OLeary, & Abramowitz, 1989). In this study, children were exposed to teachers who delivered either consistently strong reprimands from the outset with immediate brief and firm close proximity to the child or reprimands that increased in severity over time. Results supported the hypothesis that gradually strengthening initially weak reprimands was less effective for suppressing off-task behavior than the immediate introduction and maintenance of full-strength reprimands. In addition, reprimands are more effective when delivered with eye contact and in close proximity to the child (Van Hauten, Nau, MacKenzie-Keating, Sameoto, & Colavecchia, 1982).

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms
Thijssen J, Vink G, Muris P, de Ruiter C. 2017. TheEffectiveness of Parent Management Training-Oregon Model in Clinically ReferredChildren with Externalizing Behavior Problems in The Netherlands. ChildPsychiatry Hum Dev. 48(1):136-150.


Combating Disruptive Behaviors: Strategies to Promote …

Rich Korb has thirty-four years of parenting and educational experience as a teacher at every level, and as an administrator. Rich and his wife raised three children who are now successful adults with families of their own. Rich has been the surrogate parent of more than 4,000 youngsters as a teacher, coach, and youth leader. Rich is the author of – Motivating Defiant and Disruptive Students to Learn, published by SAGE/Corwin Publications. Rich Korb is a national speaker, writer and an expert on defiant and disruptive behavior. Rich presents seminars and webinars through his company Pioneer Education Consulting, and is an adjunct faculty member for Seattle Pacific University and Brandman University where he teaches the course – Motivating Defiant and Disruptive Students – Strategies That Work. Rich Korb has designed innovative strategies to enhance student learning while reducing disruptions due to disruptive and defiant behavior. Currently, Rich is a high school history teacher, author and speaker.

Effects of Achievement Motivation on Behavior

Madsen, Becker, and Thomas (1968) evaluated rules, praise, and ignoring for inappropriate behavior in two children in a typical second-grade classroom and in one child in a kindergarten class. The results indicated that in the absence of praise, rules and ignoring were ineffective. Inappropriate behavior decreased only after praise was added. Others have demonstrated the importance of praise in a general education classroom (Thomas, Becker, & Armstrong, 1968). Specifically, whenever teacher approval was withdrawn, disruptive behaviors increased.

The disruptive physician: Addressing the issues | The …

Through modeling, observation, and then imitation, children develop new behaviors. Modeling can be as simple as having a child watch another child sharpen a pencil. By watching the model, a child can learn a new behavior, inhibit another behavior, or strengthen previously learned behavior (e.g. saying “thank you”). To use modeling effectively, you must determine whether a child has the capacity to observe and then imitate the model. In classroom settings, a student’s response to modeling is influenced by three factors: 1) the characteristics of the model (e.g. is this a student whom the other students like and respect?), 2) the characteristics of the observer (e.g. is this child capable of observing and imitating the behavior), and 3) the positive or negative consequences associated with the behavior. Children are more likely to respond to teacher modeling when they view their teachers as competent, nurturing, supportive, fun, and interesting. Children are also more likely to imitate behavior that results in a positive consequence.