Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably ...execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers' classroom management attitudes (TCMA) from the perspective of pupils presenting with social, emotional and behavioural difficulties (SEBD). Individual interviews were conducted with fourteen SEBD pupils attending secondary-school special education programmes. Using thematic analysis, emergent themes were then identified and categorised, resulting in seventeen teacher attitudes which then fell into four overarching dimensions: 1) Respect; 2) Authority; 3) Supportiveness; and 4) Differentiation. The connection between the teacher attitudes, as voiced by the pupils, and the pupils' perception of their teachers' classroom management skill and proficiency is described at length. In light of these findings, avenues for better classroom intervention outcomes and for further research have been proposed.
Physical education can enable students with autism spectrum disorder (ASD) to live positive experiences and adopt a healthy lifestyle. However, motivation may be a critical factor in their success. ...In this perspective, the context personalization approach could be valuable to support the interests and motivation of students with ASD in physical education. This qualitative interpretative research documents the Situational Interest dimensions of four high school male students with ASD (14 years old, boys) following a team sports unit conceived and personalized by their physical education teacher to meet their interest in video games. After the unit, the four students and the teacher realized a semi-structured interview. According to thematic analyses, students' situational interest was elicited. The dimensions of instant enjoyment, challenge and novelty were predominant. The emulation system, as a part of the context personalization related to video games, ends up in every dimension and sheds original light on the motivation conditions. In light of the present results, the context personalization approach, based on the interests and preferences of students, is a promising avenue to support interest in PE. However, differences between the students' and the teachers' perspectives underline the need to consider students' voices regarding their interest in physical education.
Les élèves qui présentent des difficultés d'ordre comportemental sont reconnus comme étant les plus difficiles à intégrer en classe ordinaire. Malgré l'existence de pratiques probantes reconnues pour ...soutenir leur réussite éducative, des études suggèrent qu'elles sont peu ou mal utilisées en classe sans nécessairement déterminer vers quoi les efforts devraient être orientés. Cette étude vise à préciser ce qui est rapporté par les enseignants du secondaire pour gérer les difficultés comportementales et à examiner l'influence des variables personnelles et contextuelles. L'échantillon se compose de 903 enseignants recrutés par courriel. Ils ont répondu à deux questionnaires sur un portail Web : un questionnaire sociodémographique et un inventaire des pratiques de gestion des comportements difficiles. Les analyses montrent que les répondants utilisent plus fréquemment la plupart des pratiques proactives recommandées qui s'adressent à l'ensemble des élèves, et moins couramment certaines pratiques plus ciblées ou exigeant une intervention individualisée. Les analyses de régression linéaire hiérarchique permettent de dégager que plusieurs variables individuelles et contextuelles influencent le recours aux pratiques des enseignants, en particulier la participation au processus d'un plan d'intervention. Les résultats sont discutés à la lumière des besoins des enseignants en vue de favoriser le transfert des pratiques basées sur la recherche à leur réalité.
Students with behavioural difficulties are recognised as the most difficult to integrate into regular classes. Their integration represents a particular challenge for teachers. While research reported a gap between evidence-based practices and those implemented in the classroom, the direction toward which efforts should be focused on is lacking. This study aims at identifying what is specifically reported by high school teachers to manage behavioural difficulties and at examining the influence of personal and contextual variables. Recruited by e-mail for a larger survey on a web portal, 903 teachers answered two questionnaires: a sociodemographic questionnaire and an inventory of difficult behaviour management practices. The respondents report using frequently the majority of the recommended proactive practices which address all the students. They use less frequently certain practices more targeted or requiring an individualized intervention. Hierarchical linear regression analyzes suggested that several individual and contextual variables influence the use of teacher practices at different levels, particularly participation in the process of an intervention plan is significantly linked to six scales of practice. Results are discussed in light of the needs of teachers to support the transfer of research-based practices to their reality.
Intérêt public
Cette étude précise les pratiques spécifiques les plus et les moins utilisées par les enseignants du secondaire parmi un large éventail. Les résultats permettent de déterminer celles qui méritent qu'on y accorde un peu plus d'attention pour soutenir l'intégration des élèves présentant des difficultés comportementales, tant dans la formation des enseignants que dans l'accompagnement offert par des professionnels (psychologues scolaires, psychoéducateurs, etc.). L'étude dégage l'effet de variables centrales influençant le recours aux pratiques recommandées, dont la contribution positive de la participation à l'élaboration de plans d'intervention.
This research occurs in a specialized primary school for students having emotional and behavioural disorders (EBD) in a suburb of Montréal in Canada. The aims were to a) evaluate the impact of a ...schoolwide de-escalation intervention plan on the use of de-escalation and seclusion-restraint measures throughout the school year and b) to identify the precursors of seclusion and restraint use (SRU). Data were obtained from systematic observation of behavioural incidents over a period of three months. The frequency, the duration and the nature of behaviours were observed. Results showed a higher frequency of de-escalation measures compared to SRU. They also showed a significant decrease in the frequency and the total duration of SRU throughout the year. A high frequency of negative behaviours was observed among students and SRU was found to be significantly higher in younger students. Implementation of a behavioural support plan was found to promote self-regulation and prevent SRU in students with EBD. Young students and those with aggressive behaviours seemed to benefit more.
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.
Inspired by Nurture Groups, Kangaroo Class (KC) programmes have been gradually expanding in francophone schools throughout the Canadian Province of Quebec. These classes are designed for primary ...students with social, emotional and behavioural difficulties (SEBDs) and aim to provide children with a nurturing and predictable environment. To date, KC research data show only moderate improvements in attendees' behaviour. The aim of this study is to differentiate the characteristics of children with a positive behavioural trajectory from those with a negative behavioural trajectory after 2 years of attending KC by examining the sample group in light of their prior educational history, family-specific factors and types of SEBDs. Results indicate that the primary school children whose behaviour improved after 2 years attending KC had entered the programme displaying higher levels of adjustment difficulties and a greater incidence of internalising behaviours in contrast to those whose behaviour deteriorated. These preliminary results, although obtained through a very small sample size, might warily suggest that when a KC admission choice must be made between a range of potential programme candidates, selecting children with internalising behaviours over those with externalising behaviours would likely lead to more effective outcomes.
The objective of this research is to understand the diversity of gifted students' self-representations through self-portrait analysis. Two hundred twenty-seven French gifted students (intelligence ...quotient ≥ 130; 45 girls, 182 boys), aged from 9 to 15 years completed the GPS instrument (Genèse des Perceptions de Soi Genesis of the Self-Concept). The authors analyzed data with ALCESTE content analysis software (Reinert, 2003). Using a descending hierarchical classification, results suggested a distinct six-class solution, as well as differences between classes depending on degree of academic achievement, age, type of schooling, and gender. These results do not support the notion that gifted students represent a homogeneous population in regard to their self-perceptions.
Classroom management interventions, such as behaviour and academic strategies, are well-established interventions for improving social behaviour and academic skills of children with ADHD (DuPaul & ...Eckert, 1997; Hoza et al., 2008; Pelham & Fabiano, 2008). Bridging the gap between research and practice raises the question of the practicality of interventions and the necessity to support teachers in the sustained implementation of appropriate classroom management strategies. The aim of this research is to evaluate the effectiveness of a consultation-based program for teachers (CPT) of elementary schoolchildren with ADHD, using a problem-solving and a functional assessment approaches. A total of 37 child-teacher pairs participated in the study. All children were diagnosed as ADHD and received a stimulant medication treatment. The parents of some of these children had previously participated in a parent-training program (PTP). The final group composition is: Medication (M) (n = 4); M + PTP (n = 11), M + CPT (n = 11), M + PTP + CPT (n = 11). Findings confirm the effectiveness of the CPT above and beyond M and M + PTP to avoid an intensification of inappropriate behaviours and to improve academic performance of ADHD children. Results also indicate that teachers that both integrated CPT and received prior professional development on ADHD show a significant improvement of their classroom management strategies. Overall findings offer valuable information for discussing clinical implications for the psychosocial treatment of ADHD children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
Teachers’ belief toward students with special educational needs (SEN) in the regular classroom is a condition that may influence the implementation of inclusive education. Nevertheless, some studies ...suggest that teachers’ attitudes or self-efficacy beliefs toward students with behavioral difficulties (BD) are quite negative, but much less emphasis has been placed on the factors and mechanisms contributing to these attitudes. This study investigates associations between pre-service teachers’ (PT) attitudes toward students with BD, PT’s individual characteristics including self-efficacy beliefs, and PT’s education program characteristics. Participants surveyed were 1,499 PT enrolled in a 4-year teacher education program (bachelor’s degree) in Quebec Province, Canada. Descriptive analysis showed that PT’s report generally positive attitudes toward students with BD on the three components of attitudes, while behavioral components were significantly more positive than the affective and cognitive components. Among the individual characteristics of PTs, the more advanced their academic level, the more negative their attitudes were on all three components. The characteristics related to the teacher education program (general vs. special) and the number of hours of courses on the BD revealed significant differences only on the cognitive component. Results of the mediation analysis further revealed that the association between the PT’s characteristics and the three components of attitudes was mediated by PT’s self-efficacy beliefs. Results are discussed considering their implications for the field of teacher education.
