This dissertation examines the content of a required classroom management course to determine how preservice teachers are prepared for managing problem behaviors. Qualitative content analysis of interviews with four adjunct classroom management course instructors, their course syllabi, textbooks, assignments and projects, ancillary course materials, fieldwork, and formative assessment revealed how the topic of problem behaviors is incorporated and implemented in the design of the course and how the topic is addressed in the textbooks and other course materials selected for the course. The complexities of scholarly research, individual course instructors’ personal beliefs about classroom and behavior management and problem behaviors, and the implications of those personal beliefs upon text selection and course content that guide the preservice teacher’s developing philosophies to meet the challenges of today’s diverse educational settings provide the foundation for this interpretive analysis. Findings suggest that, regardless of the documented need for additional preservice teacher preparation in managing student behavior in general and problem behavior specifically, course content on problem behaviors in the classroom management course depends upon the course instructors’ personal beliefs about classroom and behavior management that developed through their personal knowledge, experience, and preferences. Academic freedom serves as a centerpiece of university professor and student rights. Academic freedom must support academic responsibility in the design, implementation, and evaluation of curriculum, preparation of course materials, complementary course offerings, and a competent and judicious treatment of the subject. Findings of this study reveal that the university’s academic responsibility for providing a “competent and judicious treatment of the subject” relies upon the personal beliefs of the individual course instructor. / text

Problem behaviors are one of the most common issues competing with school readiness skills for young children. There are numerous curricula created to address social-emotional needs of young children..However, many studies evaluating the effectiveness of social -emotional curricula have relied on indirect measures to report changes in behavior, did not objectively define problem behaviors they sought to change, or did not include children with disabilities. The purpose of the current study was to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS) curriculum to decrease aggression, noncompliance, and tantrums of four preschool students with disabilities by teaching an alternative self-regulation technique. Results showed a reduction in aggression and tantrums in three students. One student demonstrated appropriate alternative behaviors when prompted but this behavior was not maintained throughout the intervention. Considerations are addressed related to the implications of the results of social skills training in preschool children with disabilities.

The need for teachers to respond effectively to student problem behaviors is vital for positive student outcomes. This study examined how general education teachers respond to different problem behaviors, what variables possibly predict those responses, and if dealing with problem behaviors plays a possible role in teacher attrition. Results were reported using descriptive and statistical analyses. Three-hundred sixty-three elementary and secondary teachers in five school districts were invited to participate in a survey. Findings indicate that teachers primarily use individually directed responses to problem behaviors and the responses had little differentiation according to intensity of behavior. The data revealed some statistically significant relationships between type of response with teacher gender and elementary and secondary teachers. A regression model identified four variables that predicted teacher intention of leaving the profession. Conclusions indicate that even though most teachers reported being satisfied with their job, there was still a substantial percentage that reported that they consider leaving the job, and problem behaviors influenced that intention. Further research is needed to make any generalizations.

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The effects of non-differential reinforcement and differential reinforcement on problem behaviors and accuracy of responding of autistic children was examined. In experiment 1, one child with autism participated, and in experiment 2, two children with autism participated. In the non-differential reinforcement condition both prompted and unprompted responses were reinforced. In the differential reinforcement condition only unprompted responses were reinforced. Overall, problem behaviors were more frequent in the non-differential reinforcement condition. In experiment 1, accuracy was higher in the differential reinforcement condition, while experiment 2 showed inconclusive results with regards to accuracy. It is concluded that non-differential reinforcement can decrease problem behaviors in teaching situations, but may not be sufficient to ensure acquisition of target tasks.

This study sought to explore the differential associations of CU traits, narcissistic traits, and Machiavellian traits with overt aggression, relational aggression, delinquency, behavioral dysregulation, and emotional dysregulation in a community sample of boys and girls (ages 11-17). Results indicated that the three personality traits were significantly correlated with each other, yet distinct. CU traits, narcissistic traits, and Machiavellian traits demonstrated different unique associations with behavior problems. Specifically, narcissistic traits showed the strongest unique associations with overt aggression, relational aggression, behavioral dysregulation, and emotional dysregulation. CU traits showed the second strongest unique associations with overt aggression, delinquency and behavioral dysregulation, but were not associated with relational aggression or emotional dysregulation. Lastly, Machiavellian traits showed a strong unique association with emotional dysregulation, but were not uniquely associated with externalizing behavior problems. These findings have implications for intervention with aggressive and antisocial youth.

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Made available in DSpace on 2016-07-27T14:20:32Z (GMT). No. of bitstreams: 1 Felipe Rosa Epaminondas.pdf: 2765246 bytes, checksum: 035e32b2e018f18babd276e2515fc642 (MD5) Previous issue date: 2010-09-10 / The objective of the present study was to utilize differential reinforcement of target behaviors in the repertoire of a person with the diagnosis of schizophrenia observing the general changes in his social repertoire and vocalizations. Procedures of Applied Behavior Analysis were used. The participant was a 47 years, single, semianalphabet male, descendant of a family with few economic resources and had been internalized in several psiquiatric institutions since he was 18. The participant was chosen based on direct observations of his behaviors in the institution. Three classes of problem behaviors were chosen to undergo intervention: low visual contact, low volume of voice and short sentences. The frequency of delusional speech was also quantified. The multiple baseline design was used to control de procedures. The interventions were made in individual sessions of free talks between the researcher and the participant. The researcher presented social reinforcements contingent to the target behaviors, changing it when it stabilized at a high frequency. The intervention proved effective to raise the frequency of the target behaviors. No alteration was observed on the delusional speech. / O objetivo do presente estudo foi utilizar o reforçamento diferencial de comportamentos alvos no repertório de uma pessoa com o diagnóstico de esquizofrenia observando as mudanças gerais em seu repertório social e suas vocalizações. Para essa finalidade foram utilizados os procedimentos da Análise Aplicada do Comportamento. O participante foi uma pessoa do sexo masculino, de 47 anos, viúvo, semi-analfabeto, descendente de família de poucos recursos econômicos e que houvera sido internado em várias instituições especializadas para tratamentos psiquiátricos desde os 18 anos de idade. A escolha do participante foi feita a partir de observações diretas dos seus comportamentos no pátio da instituição em que se encontrava. Foram selecionados três classes de comportamentos-problema para sofrerem intervenção: o baixo contato ocular, baixo volume de voz e falas curtas. Também foi quantificada a frequência de falas delirantes durante as sessões. Para o controle dos procedimentos foi utilizado o Delineamento de Linha de Base Múltipla. As intervenções foram feitas em sessões individuais de conversa livre entre o pesquisador e o participante. O pesquisador apresentava reforçadores sociais contingentes ao comportamento alvo, trocando o mesmo quando este se estabilizava em uma alta frequência. A intervenção se mostrou eficaz para aumentar a frequência dos comportamentos alvo. Nenhuma alteração foi observada quanto às falas delirantes.

An extensive body of empirical evidence indicates that function-based behavior support plans are likely to be more effective and efficient in school settings than plans that are not function-based. Designing technically adequate behavior support plans, however, is not sufficient to ensure that these plans will be implemented with fidelity by school staff. The contextual “fit” of support plan procedures with the values, skills, resources and administrative support of implementing personnel also affects the likelihood of implementation. In this dissertation a single-subject concurrent multiple baseline design across participants was used to examine the efficacy of the Contextual Fit Enhancement Protocol (CF Intervention). The CF Intervention was designed to improve the contextual fit of support plans for four elementary school students with problem behaviors. This CF Intervention was designed based on the assumption that when procedures included in a plan match the values, skills, administrative support and resources of the people responsible for implementation the plans will be implemented with higher fidelity and will be more likely to produce desired student outcomes. Results from the study indicate that after implementation of the CF Intervention, support plans that were already technically adequate improved in contextual fit: instructional staff (a) had a better understanding of behavioral procedures being used, (b) received specific, systematic feedback about its implementation, (c) perceived high levels of administrative support, and (d) perceived a collective commitment to improve current plans. Following implementation of the CF Intervention, substantial increases in implementation fidelity and decreases in student problem behavior were observed. In addition, teacher participants rated the CF Intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.