Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics
Keywords:
classroom management, disruptive behaviour, teaching practices, behaviour management, professional developmentAbstract
This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.
References
Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38(1), 4-23. https://doi.org/10.1007/s10488-010-0327-7
Ajzen, I. (2012). The theory of planned behaviour. In P. A. M. Van Lange, A. M. Kruglanski & E. T. Higgins (Eds.), Handbook of theories of social psychology, (pp. 438-459). Sage Publications. https://doi.org/10.4135/9781446249215.n22
Boutin, G., Bessette, L., & Dridi, H. (2015). L’intégration scolaire telle que vécue par des enseignants dans des écoles du Québec (ISVEQ). Université du Québec à Montréal. https://www.lafae.qc.ca/wp-content/uploads/2016/04/20160419_Rapport-integration-UQAM_recherche_Boutin-Bessette.pdf
Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106-118. https://doi.org/10.1037/a0016159
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models,154, 136-162. Sage Focus Editions.
Carter, E. W., Lane, K. L., Crnobori, M., Bruhn, A. L., & Oakes, W. P. (2011). Self-determination interventions for students with and at risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 36(2), 100-116. https://doi.org/10.1177/019874291103600202
Chaffee, R. K., Briesch, A. M., Johnson, A. H., & Volpe, R. J. (2017). A meta-analysis of class-wide interventions for supporting student behavior. School Psychology Review, 46(2), 149-164. https://doi.org/10.17105/spr-2017-0015.v46-2
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7-18. https://doi.org/10.1037/0022-006X.66.1.7
Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710. https://doi.org/10.1080/01443410802206700
Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, A. C., & Frank, S. (2018). Cultivating positive teacher-student relationships: Preliminary evaluation of the Establish-Maintain-Restore (EMR) method. School Psychology Review, 47(3), 226-243. https://doi.org/10.17105/SPR-2017-0025.V47-3
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Cooper, P., & Cefai, C. (2013). Evidence‑based approaches to social, emotional and behaviour difficulties in schools [Special issue]. KEDI Journal of Educational Policy, 10(3), 81‑101.
Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473-497. https://doi.org/10.1521/scpq.2005.20.4.473
Debnam, K. J., Pas, E. T., Bottiani, J., Cash, A. H., & Bradshaw, C. P. (2015). An examination of the association between observed and self‐reported culturally proficient teaching practices. Psychology in the Schools, 52(6), 533-548. https://doi.org/10.1002/pits.21845
Drevon, D. D., & Hixson, M. D. (2019). Reductive interventions. In K. C. Radley & E. H. Dart. (Eds), Handbook of behavioral interventions in schools: Multi-tiered systems of support, 286-307. Oxford University Press. https://doi.org/10.1093/med-psych/9780190843229.003.0015
Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2013). Prosocial development. In P. D. Zelazo (Dir.), The Oxford Handbook of Developmental Psychology, Vol. 2, 300-325. Oxford University Press.
Evans, C., Weiss, S. L., & Cullinan, D. (2012). Teacher perceptions and behavioral strategies for students with emotional disturbance across educational environments. Preventing School Failure: Alternative Education for Children and Youth, 56(2), 82-90. https://doi.org/10.1080/1045988X.2011.574170
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. https://doi.org/10.1016/j.tate.2011.11.013
Floress, M. T., Berlinghof, J. R., Rader, R. A., & Riedesel, E. K. (2017). Preschool teachers’ use of praise in general, at‐risk, and special education classrooms. Psychology in the Schools, 54(5), 519-531. https://doi.org/10.1002/pits.22014
Forness, S. R., Kim, J., & Walker, H. M. (2012). Prevalence of students with EBD: Impact on general education. Beyond Behaviour, 21(2), 3-10.
Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195-205. https://doi.org/10.1177/1053451208328831
Gable, R. A., Tonelson, S. W., Sheth, M., Wilson, C., & Park, K. L. (2012). Importance, usage, and preparedness to implement evidence-based practices for students with emotional disabilities: A comparison of knowledge and skills of special education and general education teachers. Education and Treatment of Children, 35(4), 499-520. https://doi.org/10.1353/etc.2012.0030
Gaudreau, N. (2017). Gérer efficacement sa classe: les cinq ingrédients essentiels. PUQ.
Gitomer, D., Bell, C., Qi, Y., McCaffrey, D., Hamre, B. K., & Pianta, R. C. (2014). The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record, 116(6), 1-32.
Hogan, T. P. (2019). Psychological testing: A practical introduction (4th ed.). Wiley.
Holdaway, A. S., & Owens, J. S. (2015). The effect of training and consultation condition on teachers’ self-reported likelihood of adoption of a daily report card. Journal of Educational Psychology, 107(1), 222-235. https://doi.org/10.1037/a0037466
Hornby, G., & Evans, B. (2014). Including students with significant social, emotional and behavioral difficulties in mainstream school settings. In P. Garner, J. Kauffman, & J. Elliot (Eds.), The Sage handbook of emotional and behavioral difficulties (2nd ed., pp. 335-348). Sage Publications.
Hox, J. J., Moerbeek, M., & van de Schoot, R. (2018). Multilevel analysis: Techniques and applications (3rd ed.). Routledge.
Kamanzi, P. C., Barroso da Costa, C. & Ndinga, P. (2017). Désengagement professionnel des enseignants canadiens : de la vocation à la désillusion. Une analyse à partir d’une modélisation par équations structurelles [Professional disengagement of canadian teachers: From vocation to disillusion. A structural equation modeling analysis]. McGill Journal of Education, 52(1), 115-134. https://doi.org/10.7202/1040807ar
Kauffman, J. M. et Landrum, T. J. (2018). Characteristics of emotional and behavioral disorders of children and youth (11th ed.). Pearson.
Kazdin, A. E. (2019). Behaviour modification in applied settings (8th ed.). Waveland Press.
Kern, L., & Chen, R. (2019). Antecedent interventions. In K. C. Radley & E. H Dart. (Eds.), Handbook of behavioral interventions in schools: Multi-tiered systems of support (pp. 250-267). Oxford University Press. https://doi.org/10.1093/med-psych/9780190843229.003.0013
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Koziol Jr, S. M., & Burns, P. (1986). Teachers' accuracy in self-reporting about instructional practices using a focused self-report inventory. The Journal of Educational Research, 79(4), 205-209.
Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794
Leflot, G., van Lier, P. A. C., Onghena, P., & Colpin, H. (2010). The role of teacher behaviour management in the development of disruptive behaviors: An intervention study with the good behaviour game. Journal of Abnormal Child Psychology, 38(6), 869-882. https://doi.org/10.1007/s10802-010-9411-4
MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and teacher education, 29, 46-52.
Maggin, D. M., Wehby, J. H., Moore Partin, T. C., Robertson, R., & Oliver, R. M. (2011). A comparison of the instructional context for students with behavioral issues enrolled in self-contained and general education classrooms. Behavioral Disorders, 36(2), 84-99. https://doi.org/10.1177/019874291103600201
Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave. Teaching and Teacher Education, 28(4), 546-559. https://doi.org/10.1016/j.tate.2011.12.003
Massé, L., Verret, C., Gaudreau, N., & Nadeau, M.-F. (2018, août). Portrait des pratiques éducatives utilisées pour les élèves présentant des troubles du comportement et conditions de mise en place. Rapport scientifique intégral. Projet : 2014-RP-179132 Fonds de recherche du Québec Société et Culture. http://www.frqsc.gouv.qc.ca/documents/11326/2801941/PRS_rapport_L.Masse_troubles-comportement.pdf/c3885d6c-c342-4cb0-af23-14c3de0d803f
Michail, S. (2012). "...Becouse suspension dosent teatch you anything”[sic]: What students with challenging behaviours say about school suspension [Paper presentation]. AARE/APERA Conference, Sydney, NSW, Australia. https://www.aare.edu.au/data/publications/2012/Michail12.pdf
Mikulincer, M., & Shaver, P. R. (2012). An attachment perspective on psychopathology. World Psychiatry, 11(1), 11-15. https://doi.org/10.1016/j.wpsyc.2012.01.003
Ministère de l’Éducation et de l’Enseignement supérieur (MEES). (2015). Statistique de l’éducation : éducation préscolaire, enseignement primaire et secondaire. Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_
info_decisionnelle/15-00503_statistiques_2015_edition_v25oct.pdf
Ministère de l’Éducation et de l’Enseignement supérieur (MEES). (2017). Politique de la réussite éducative : le plaisir d’apprendre, la chance de réussir. Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/
politiques_orientations/politique_reussite_educative_10juillet_F_1.pdf
Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche (MEESR). (2015). Cadre de référence et guide à l’intention du milieu scolaire : l’intervention auprès des élèves ayant des difficultés de comportement [Reference framework and guide for schools: Intervention with students with behavioral difficulties]. Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/adaptation-scolaire-services-comp/14_00479_cadre_intervention_eleves_difficultes_comportement.pdf
Nadeau, M. F., Couture, C., & Gaudreau, N. (2020). Les interventions comportementales: promouvoir l’adaptation scolaire et sociale. In L. Massé, N. Desbiens et C. Lanaris (dir.), Les troubles du comportement à l’école (3èd., p. 261-288). Chenelière Éducation.
Nadeau, M.-F., Massé, L., Verret, C., Gaudreau, N., Couture, C., Lemieux, A., Bégin, J.-Y., & Lagacé-Leblanc, J. (2018). Développement et validation de l’Inventaire des pratiques de gestion des comportements en classe. In M. Lapalme, A.-M. Tougas et M.-J. Letarte (dir.), Recherches qualitatives et quantitatives en sciences humaines et sociales : Pour une formation théorique et pratique appuyée empiriquement (p. 67-88). Éditions JFB.
Office of Special Education Programs. (2015). Supporting and responding to behaviour: Evidence-based classroom strategies for teachers. https://osepideasthatwork.org/sites/default/files/ClassroomPBIS_508.pdf
Nadeau, M.-F., Normandeau, S., & Massé, L. (2012). Efficacité d’un programme de consultation pour les enseignants du primaire visant à favoriser l’inclusion scolaire des enfants ayant un TDAH Canadian Journal of Behavioural Science, 44(2), 146-157. https://doi.org/10.1037/a0024655
Nadeau, M.-F., Normandeau, S., & Massé, L. (2015). TDAH et interventions scolaires efficaces: fondements et principes d’un programme de consultation individuelle. Revue de psychoéducation, 44(1), 1-23. https://doi.org/10.7202/1039268ar
Payne, R. (2015). Using rewards and sanctions in the classroom: Pupils’ perceptions of their own responses to current behaviour management strategies. Educational Review, 67(4), 483-504. https://doi.org/10.1080/00131911.2015.1008407
Pfiffner, L. J., Rosén, L. A., & O'Leary, S. G. (1985). The efficacy of an all-positive approach to classroom management. Journal of Applied Behaviour Analysis, 18(3), 257-261. https://doi.org/10.1901/jaba.1985.18-257
Reddy, L. A., Fabiano, G. A., Dudek, C. M., & Hsu, L. (2013). Instructional and behaviour management practices implemented by elementary general education teachers. Journal of School Psychology, 51(6), 683-700. https://doi.org/10.1016/j.jsp.2013.10.001
Rousseau, N., Point, M., Vienneau, R., Blais, S., Desmarais, K., Maunier, S., Renaud, M., Riddell, K. & Tétreault, K. (2014). Les enjeux de l’intégration et de l’inclusion scolaire des élèves à risque du primaire et du secondaire : méta-analyse et méta-synthèse. Ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche; Fonds de recherche du Québec - Société et culture (FRQSC). http://www.frqsc.gouv.qc.ca/documents/11326/448958/PC_RousseauN_rapport_
integration-inclusion.pdf/65f4f932-3595-448a-a8d8-db22b1df32b9
Sabbe, E., & Aelterman, A. (2007). Gender in teaching: A literature review. Teachers and Teaching: theory and practice, 13(5), 521-538. https://doi.org/10.1080/13540600701561729
Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and Teacher Education, 64(2017), 115-126. https://doi.org/10.1016/j.tate.2017.02.004
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171. https://doi.org/10.1016/j.cedpsych.2015.06.005.
Sellman, E. (2009). Lessons learned: Student voice at a school for pupils experiencing social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 14(1), 33-48. https://doi.org/10.1080/13632750802655687
State, T. M., Harrison, J. R., Kern, L., & Lewis, T. J. (2017). Feasibility and acceptability of classroom-based interventions for students with emotional/behavioral challenges at the high school level. Journal of Positive Behaviour Interventions, 19(1), 26-36. https://doi.org/10.1177/1098300716648459
State, T. M., Kern, L., Starosta, K. M., & Mukherjee, A. D. (2011). Elementary pre-service teacher preparation in the area of social, emotional, and behavioral problems. School Mental Health, 3(1), 13-23. https://doi.org/10.1007/s12310-010-9044-3
Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., & Watson, T. S. (2019). Conducting school-based functional behavioral assessments: A practitioner’s guide (3rd ed.). Guilford Press.
Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behaviour supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223-237. https://doi.org/10.1080/09362830903235375
Rose-Krasnor, L., & Denham, S. (2009). Social-emotional competence in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Dir.), Handbook of peer interactions, relationships, and groups (p. 162-179). Guilford Press.
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca statement and framework for action on special needs education [Paper presentation]. World Conference on Special Needs Education: Access and Quality, Salamanca, SLM, Spain. https://unesdoc.unesco.org/ark:/48223/pf0000098427
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). Policy guidelines on inclusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000177849?posInSet=1&queryId=ecd01391-8d88-4548-80ab-01c4e434fa37
Warmbold-Brann, K., Burns, M. K., Preast, J. L., Taylor, C. N., & Aguilar, L. N. (2017). Meta-analysis of the effects of academic interventions and modifications on student behaviour outcomes. School Psychology Quarterly, 32(3), 291-305. https://doi.org/10.1037/spq0000207
Waschbusch, D. A., Breaux, R. P., & Babinski, D. E. (2019). School-based interventions for aggression and defiance in youth: A framework for evidence-based practice. School Mental Health, 11(1), 92-105. https://doi.org/10.1007/s12310-018-9269-0
Williams, A., & Protheroe, N. (2008). How to conduct survey research: A guide for schools. Educational Research Service.
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 McGill Journal of Education / Revue des sciences de l'éducation de McGill
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca
