Descriptive Analysis of the Instructional Control of Teachers in a Classroom of Students with Behavioral Disorders

Autor/inn/en	Eldar, Eitan; Ayvazo, Shiri; Hirschmann, Michal
Titel	Descriptive Analysis of the Instructional Control of Teachers in a Classroom of Students with Behavioral Disorders
Quelle	In: Journal of International Special Needs Education, 21 (2018) 1, S.14-20 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
DOI	10.9782/2159-4341-21.1.14
Schlagwörter	Classroom Techniques; Student Behavior; Behavior Disorders; Self Contained Classrooms; Elementary School Students; Males; Foreign Countries; Elementary School Teachers; Teacher Behavior; Teacher Student Relationship; Observation; Interrater Reliability; Stimuli; Israel + Suchen Sie Ihr Suchwort? Klassenführung; Student behaviour; Schülerverhalten; Male; Männliches Geschlecht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Interrater-Reliabilität; Anreizsystem
Abstract	Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem behaviors in a unique self-contained classroom. The paper conceptualizes classroom management as instructional stimulus control manifested by superior identification of the discriminative stimulus, repertoire of responses, timing, and latency. The purpose of this study was to assess teachers' instructional control by identifying and measuring co-variations between their behaviors and students' behaviors. The teachers interchangeably taught a class of 12 boys, age 8-10 with severe problem behaviors. The variables measured were teaching behaviors (e.g., type of interaction with the students, reaction time, and proximity) and students' inappropriate behaviors. Data are presented and analyzed graphically. The discussion illuminates levels of inappropriate behavior in correspondence to the type of teaching behaviors displayed, and the differences between the teachers' instructional control. Possible implications for teacher training programs are provided. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01