A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students

Autor/in	Thompson, Aaron M.
Titel	A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students
Quelle	In: Research on Social Work Practice, 24 (2014) 4, S.414-427 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731513509691
Schlagwörter	Behavior Problems; Elementary School Students; Student Behavior; Experimental Groups; Control Groups; Comparative Analysis; Pretests Posttests; Self Control; Behavior Modification; Program Effectiveness; Skill Development; Interpersonal Competence; Teacher Student Relationship; Personal Autonomy; Interaction; Student Characteristics; Hypothesis Testing; Gender Differences; Age Differences; Racial Differences; Disabilities; Low Income Groups; Intervention; Check Lists; Questionnaires; Statistical Analysis; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Selbstbeherrschung; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Interaktion; Hypothesenprüfung; Hypothesentest; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Handicap; Behinderung; Checkliste; Fragebogen; Statistische Analyse
Abstract	Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster randomized design, 60 students in 23 classrooms and 48 students in 19 classrooms with highest levels of disruptive classroom behaviors were randomized to STARS or a control comparison condition. Multilevel models compared study conditions on all outcomes. Results: Study conditions were balanced at pretest. STARS students demonstrated improved teacher-rated disruptive behavior, social competence, authority acceptance, and relations. Conclusions: Selective programs targeting autonomy support improve social competencies and relationships that are important for school success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10