Literaturnachweis - Detailanzeige
| Autor/inn/en | Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. |
|---|---|
| Titel | "Stop Doing That!": Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement |
| Quelle | (2020), (35 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Student Relationship; Behavior Problems; Student Behavior; Discipline; Learner Engagement; Elementary School Students; Elementary School Teachers; At Risk Students; Behavior Disorders; Emotional Disturbances; Classroom Techniques; Positive Reinforcement; Children; Screening Tests; Rating Scales; Verbal Communication; Missouri; Tennessee; Utah; Systematic Screening for Behavior Disorders; Social Skills Improvement System Rating Scales |
| Abstract | Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students' future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students' disruptive behavior or increasing their engagement over time. Limitations and implications are discussed. [This paper was published in "Journal of Positive Behavior Interventions."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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