Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-25T02:50:11.988Z Has data issue: false hasContentIssue false
  • English
  • Français

How Teachers of Young Children Respond to Problem Behaviour in the Classroom

Published online by Cambridge University Press:  26 February 2016

Jennifer Stephenson ,
Ken Linfoot  and
Andrew Martin
Jennifer Stephenson*
Affiliation:
University of Technology, Sydney
Ken Linfoot
Affiliation:
University of Western Sydney
Andrew Martin
Affiliation:
University of Western Sydney
*
Address for: Jennifer Stephenson, School of Teacher Education, University of Technology Sydney, P.O Box 222, Lindfield NSW 2070. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The strategies that teachers of young children use to deal with problem behaviour in their classrooms were investigated. Teachers of Kindergarten, Year 1 and Year 2 classes in a sample of schools in western Sydney completed a questionnaire that provided information on teacher, class, school and community characteristics as well as their frequency of use of a range of strategies. Teachers reported use of a wide range of strategies with a preference for positive approaches. There was no relationship between the strategies teachers reported using and most teacher, class, school and community variables. The implications of these findings for inservicing and support to teachers are discussed.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 24 , Issue 1 , January 2000 , pp. 21 - 31
Copyright
Copyright © The Australian Association of Special Education 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Acker, M., & O’Leary, S. (1987). Effects of reprimands and praise on appropriate behavior in the classroom. Journal of Abnormal Child Psychology, 15, 549–557.CrossRefGoogle ScholarPubMed
Alderman, G., & Nix, M. (1997). Teachers’ intervention preferences related to explanations for behavior problems, severity of the problem and teacher experience. Behavioral Disorders, 22, 87–95.Google Scholar
Baumgart, D., Filler, J., & Askvig, B. (1991). Perceived importance of social skills: A survey of teachers, parents, and other professionals. Journal of Special Education, 25, 236–251.Google Scholar
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.Google Scholar
Brown, W., & Richardson, S. (1994). Skill streaming in early childhood. In Tanlsh, M. & lzard, J. (Eds.), Widening horizons: New challenges, directions and achievements. (pp. 51–69). Vic: ACER.Google Scholar
Colvin, G., Kameenui, E., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16, 361–381.Google Scholar
Conway, R. (1994). Students with behavioural and emotional problems. In Ashman, A. & Elkins, J. (Eds.), Educating children with special needs (2nd ed.) (pp. 291–343). Sydney: Prentice Hall.Google Scholar
Curwin, R., & Mendier, A. (1988). Packaged discipline programs: Let the buyer beware. Educational Leadership, 45, 68–71.Google Scholar
Evertson, C. (1989). Improving elementary classroom management; A school-based training program for beginning the year. Journal of Educational Research, 83, 82–90.Google Scholar
Feil, E., & Becker, W. (1993). Investigation of a multiple-gated screening system for preschool behavior problems. Behavioral Disorders, 19, 44–53.Google Scholar
Gunter, P., & Denny, R. (1996). Research issues and needs regarding teacher use of classroom management strategies. Behavioral Disorders, 22, 25–20.Google Scholar
Hemphlll, S. (1996). Characteristics of conduct-disordered children and their families; A review. Australian Psychologist, 31, 109–118.Google Scholar
Johnson, L., & Pugach, M. (1990). Classroom teachers’ views of intervention strategies for learning and behavior problems: Which are reasonable and how frequently are they used? Journal of Special Education, 24, 69–84.CrossRefGoogle Scholar
Linfoot, K., Martin, A., & Stephenson, J. (1997). Evaluation of the APEEL Program. A partnership encouraging effective learning: Stage 2 - The social behaviour of children aged 3-8 years. Penrith: University of Western Sydney, Nepean.Google Scholar
Linfoot, K., Martin, A., & Stephenson, J. (1999). Preventing conduct disorder: A study of parental behaviour management and support needs with children aged 3 to 5 years. International Journal of Development, Disability and Education (46), 223–246.CrossRefGoogle Scholar
Martens, B., Peterson, R., Witt, J., & Cirone, S. (1986). Teacher perceptions of school-based interventions. Exceptional Children, 53, 213–223.Google Scholar
Ringer, M., Doerr, P., Hollenshead, J., & Wills, G. (1993). Behaviour problems in the classroom: A national survey of interventions used by classroom teachers. Psychology in the Schools, 30, 168–175.Google Scholar
Rogers, B. (1992). Early intervention programs for behaviourally disordered students in mainstream schools. In Willis, B. & Izzard, J. (Eds.), Student behaviour problems: Directions, perspectives and expectations. Hawthorn, Vic: ACER.Google Scholar
Sinclair, E., Del’Homme, M., & Gonzalez, M. (1993). Systematic screening for preschool behavioral disorders. Behavioral Disorders, 18, 177–188.CrossRefGoogle Scholar
Strain, P., Lambert, D., Kerr, M., Stagg, V., & Lenkner, D. (1983). Naturalistic assessment of children’s compliance to teacher requests and consequences for compliance. Journal of Applied Behavior Analysis, 16, 243–249.CrossRefGoogle ScholarPubMed
WESTIR (1994). Western Sydney bulletin. Sydney: WESTIR.Google Scholar
Wheldall, K. (1991). Managing troublesome classroom behaviour in regular schools: A positive teaching perspective. International Journal of Disability, Development and Education, 38, 99–116.Google Scholar