Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program

Autor/inn/en	Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wang, Ze; Newcomer, Lori; King, Kathleen
Titel	Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program
Quelle	In: Journal of Emotional and Behavioral Disorders, 22 (2014) 2, S.74-82 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426613519820
Schlagwörter	Coaching (Performance); Behavior Modification; Behavior Problems; Student Behavior; Classroom Techniques; Planning; Program Implementation; Faculty Development; Program Effectiveness; Intervention; Elementary School Teachers; Urban Schools; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Teacher Behavior + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Klassenführung; Ablaufplanung; Planungsprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Teacher behaviour; Lehrerverhalten
Abstract	Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors among diverse learners. Teachers also need support to successfully implement universal practices as well as to develop and enact plans for supporting students with disruptive behavior. This article describes a universal classroom management program that embeds coaching within the model. The coach supported teachers both in implementing universal strategies and in developing and implementing behavior support plans for students with disruptive behavior. The study evaluates the effectiveness of the behavior support plans and the types of coaching activities used to support these plans. Findings indicated that during meetings with teachers, coaches spent time action planning and providing performance feedback to teachers on their implementation of the behavior support plans. In addition, teachers reduced their rate of reprimands with the targeted at-risk students. Students receiving behavioral supports demonstrated decreased rates of disruptive behavior, increased prosocial behavior, and a trend toward improved on-task behavior. In comparison, a matched sample of students with disruptive behaviors did not demonstrate improved outcomes. Implications for practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10