Teacher Training for Classroom Problem Behaviors

The following review of the literature is focused on the issue of teacher training for interventions designed to deal with classroom problem behaviors in elementary school students. Prevalence and causes, additional factors linked to problem behaviors, intervention components, intervention outcomes, teacher training, and summary and conclusions are presented.

Problem behaviors found in classrooms remains a national concern. August, Realmuto, MacDonald, Nugent and Crosby (1996) reported on the prevalence of ADHD and comorbid disorders in elementary school children that have been screened for disruptive behavior. The authors pointed out that early identification of problem students is important for prevention of behavioral problems. To determine factors predictive of these problem behaviors, a study was conducted with 7,231 first- through fourth-grade students. This sample was assessed for disruptive behavior in cross settings. The frequencies of psychiatric disorders and patterns of comorbidity were assessed along with parent and child characteristics. Findings showed that Attention Deficit Hyperactivity Disorder (ADHD) and oppositional defiant disorder (ODD) were identified as the most frequent diagnoses. Infrequent diagnosis included mood and anxiety disorders. Comorbidity patterns showed that externalizing and internalizing disorders were found to occur with ADHD and severe psychopathology and psychosocial risk were li

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lenging behaviors in kindergarten and if not dealt with these develop into chronic and pervasive behavioral problems in school and life. Early identification and intervention of these problems with a system of positive behavior support (PBS) has been implemented effectively at the school-wide level. This is a proactive, systemic, and data-based application of scientific findings that focuses on behavior change and quality of life. PBS focuses on prevention and support at multiple levels with each level more focused and intensive than the previous. The school-wide level includes prevention focused on monitoring and preventing problem behaviors in students. Secondary prevention uses strategies to help students in students who were not helped at the previous level. The tertiary prevention level is focused on preventing crisis and failure across life domains and is used with students who were not helped at previous levels. For all PBS levels the development of academic and social skills is critical. Environments must provide consistent and encouraging opportunities to practice skills, positive reinforcement for appropriate behavior, and consistent corrective consequences for inappropriate behaviors. School-wide application of

Category: Psychology - T