A note to teacher: Improving student behavior through goal setting and feedback.

Examined the effects of goal setting and feedback applied to teacher behavior as a means of producing desired changes in students' behavior during consultation. Ss were 2 6-yr-old male students enrolled full time in a classroom for children with emotional disturbances. The classroom teacher: (1) identified up to 4 desired behaviors to increase for each student, (2) set a goal for the number of times she was to praise each student during a daily activity period, and (3) was given a feedback note each day listing the identified target behaviors as prompts and indicating whether she did or did not meet her self-imposed goal based on a classroom observation. The intervention was effective at increasing student behavior and was judged by the teacher to be acceptable. The implications of these results for incorporating teacher goal setting and feedback into consultation as a means of designing simple yet effective school-based interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use of functional analysis to develop peer interventions for disruptive classroom behavior.

Evaluated the effectiveness of a peer intervention for disruptive behavior that was based on the results of a prior classroom based functional analysis. Four 7–9 yr old males who exhibited disruptive classroom behavior participated in the study. Results of a functional analysis suggest that peer attention rather than teacher attention or escape/timeout is associated with the most disruptive classroom behavior. An intervention based on peer attention for appropriate behavior, and extinction of peer attention for disruptive behaviors, reduced disruptive behaviors to zero for all 4 Ss. The successful fading of peer reinforcement is demonstrated, and previous classroom based functional analyses of the differential effects of teacher attention, peer attention, and timeout/escape for verbal children of average intellectual functioning was replicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual characteristics and children's performance in open and traditional classroom settings.

Assessed the performance of 56 boys and 36 girls with different motivational and cognitive characteristics in 3 "open" and 3 "traditional" 4th-grade classrooms. Cluster analysis of factor scores representing child orientations, motives, and prior achievement produced 6 "types." Three-way analyses of variance investigated the effects of child type, classroom type (open vs traditional), sex of child, and various interactions on several outcome measures, including academic achievement, creativity, inquiry skill, social-educational attitudes, and teacher ratings of children's classroom behavior. Main effects appeared for each of the 3 independent variables, along with several Child * Class interactions. An approach using child types or clusters rather than abstracted dimensions may facilitate further Attribute * Treatment interaction research and applications. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Children's Ethnicity in the Relationship Between Teacher Ratings of Attention-Deficit/Hyperactivity Disorder and Observed Classroom Behavior.

Significant ethnic differences have been consistently documented on attention-deficit/hyperactivity disorder (ADHD) teacher rating scales. Whether these ethnic differences result from a teacher rating bias or reflect actual classroom behavior patterns is unknown. Ethnic differences between Caucasian and African American (AA) elementary schoolchildren on teacher ratings and codings of observed classroom behavior were examined with latent variables. In structural equation models, correlations between teacher ratings and observed classroom behavior suggested nonbiased teacher ratings of AA schoolchildren with diagnosed ADHD. Ethnic differences were documented for both teacher ratings of ADHD and classroom behavior. Differences in classroom behavior were attenuated when the behavior of an average child in the classroom was taken into account. Multiple explanations for this pattern of results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals.

Although there is increasing awareness of the overrepresentation of ethic minority students—particularly Black students—in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ethnicity, and other classroom factors, Black students were significantly more likely than White students to receive ODRs. Results also suggested that ethnic match between students and their teachers did not reduce the risk for referrals among Black students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting creativity in preadolescence from divergent thinking in early childhood.

Administered to 75 children (ages 4 and 5 yrs) 2 divergent-thinking (DT) measures (Instances and Unusual Uses) and 2 conventional tests of general intelligence. Six and 7 yrs later, these Ss—then preadolescents—were evaluated with respect to creativity by their 6th-grade teachers. These creativity evaluations at 11 yrs exhibited substantial discriminant and construct validity and were relatively free of halo effects. A composite score based on the number of high-quality, divergent-thinking responses in childhood (i.e., responses reflecting both imagination and sensitivity to task constraints) correlated significantly with teacher evaluations of preadolescent creativity. This construct-validating correlation, which spanned 6 and 7 yrs and 2 measurement domains, was .45, uncorrected for attenuation. Even more important, this composite DT high-quality score in early childhood incrementally accounted for 14% of the variance in preadolescent creativity evaluations beyond that accounted for by sex and conventionally measured intelligence and DT fluency (number of responses regardless of quality). (1? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between preschool teachers’ reports of children’s behavior and their behavior toward those children.

The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers’ perceptions of children’s behavior and teachers’ behavior toward those children. One hundred seven preschool children and 24 preschool teachers participated in this study. Two teachers reported on each child’s behavior using the Teacher Report Form of the Child Behavior Checklist. Commands and praise directed toward children by the teachers in the study were coded from classroom videotapes. Teachers gave more commands to children that they perceived as having greater general behavior problems, even after controlling for the shared variance in the other classroom teacher’s report of the child’s behavior. Implications for school psychologists, teachers, and researchers are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of parent involvement in children's schooling.

The authors combined a multilevel model of parental context with a multidimensional conceptualization of parent involvement to examine the factors influencing parents' involvement in their children's schooling. Three sets of factors were identified: parent and child characteristics, family context, and teacher behavior and attitudes. A diverse sample of 209 mothers, their 3rd–5th grade children, and 28 teachers participated. Parents, teachers, and children reported on 3 types of involvement: school, cognitive, and personal. Mothers who felt efficacious, who saw their roles as that of teacher, and who viewed their children as less difficult were more involved in cognitive activities. A difficult context, social support, and teacher attitudes and practices were associated with both school and personal involvement, though some of these relations were moderated by gender with contextual factors affecting involvement of mothers of boys and classroom factors affecting those of girls. The importance of a multilevel approach to increasing parent involvement is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

In this study, the authors examined the extent to which children’s self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children’s adaptive classroom behavior. Children’s self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children’s adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children’s cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children’s engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children’s self-regulation upon school entry in a direct assessment related to teachers’ report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers’ effective classroom management, was linked to children’s greater behavioral and cognitive self-control, children’s higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children’s self-regulation upon school entry and children’s adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children’s early development of behavioral skills that are important in school settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Objective and subjective factors in the disproportionate referral of children for academic problems.

R. S. Drabman, K. J. Tarnowski, and P. A. Kelly (see record 1988-15423-001) and K. J. Tarnowski, D. E Anderson, R. S. Drabman, and P. A. Kelly (see record 1990-21205-001) examined children's month of birth in relation to referral for psychological services and found that younger children in the classroom were disproportionately referred for services. No differences were found between younger and older students on standardized measures of intelligence or academic achievement. Results of a replication and extension of these studies indicated (a) that younger children in the classroom were referred at a disproportionately higher rate, (b) that the referral pattern could not be explained by differences in children's competencies, (c) that Caucasian students were referred at disproportionately higher rates than minority students, and (d) a trend in which the proportionate referral rate of students increased as height or weight increased. Results are discussed within the context of teacher expectancies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children.

This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study 2 investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“Teacher effects” in early literacy development: Evidence from a study of twins.

It is often assumed that differences in teacher characteristics are a major source of variability in children's educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either shared or did not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects—or, more strictly, classroom effects—would show up as higher correlations for same-class than for different-class twin pairs. Same-class correlations were generally higher than different-class correlations, though not significantly so on most occasions. On the basis of the results, we estimate that the maximum variance accounted for by being assigned to the same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observer effects on teacher verbal classroom behavior.

Investigated whether the presence of an observer has an effect on the verbal behaviors of teachers. 10 female elementary school teachers were each observed for approximately 9 hrs under the following 4 conditions: (a) the information or (b) lack of information a teacher had concerning when an observation would occur; (c) the presence or (d) absence of an observer in the classroom. The dependent variables were the teachers' verbal behaviors as measured by N. A. Flanders's (1965) interaction analysis and their perception of their ideal teacher's behaviors. Results indicate that informing a teacher prior to an observation has minimal effect on classroom verbal behavior. Teacher verbal classroom behavior was found to be more like the perceived ideal when an observer was present in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A cognitive-behavioral treatment for impulsivity: A group comparison study.

From a clinic population of emotionally disturbed children, 20 children initially identified as impulsive were randomly assigned to either a cognitive-behavioral treatment group (mean age 10.2 yrs) or to a control group (mean age 11.1 yrs). The treatment group received 6 sessions of verbal self-instructions via modeling with response-cost contingent on errors during training, and controls received similar training without specific treatment. Although 2 self-report measures and teacher and staff ratings of locus of conflict did not show treatment effects, an increase in the latency and decrease in the error measures from the Matching Familiar Figures Test, and improved teacher ratings of impulsive classroom behavior revealed positive effects due to treatment. These effects remained evident at 3-mo follow-up. This study provides group-comparison evidence for the efficacy of the cognitive-behavioral treatment for modifying impulsivity. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A teacher inservice model for problem-solving in classroom discipline: Suggestions for the school psychologist.

Suggests that school psychologists may find themselves faced with the task of conducting teacher inservice workshops on the subject of classroom discipline and discusses the shortcomings of various approaches to teacher training in classroom discipline. Four key principles of a teacher training model are presented for school psychologists' use. The principles focus on the concept of "discipline subsystems" (i.e., instruction, behavior modification, group management/dynamics, and psychodynamic/human relationships). The 4 discipline subsystems are both interrelated and interdependent, such that the functional characteristics of any one subsystem may influence the functional characteristics of other subsystems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring processes linking shyness and academic achievement in childhood.

The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9–13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests of reading comprehension and mathematics. As well, a new teacher-rated measure of academic engagement was created to assess student participation and on-task behavior in the classroom. Among the results, shyness was negatively related to teacher-rated achievement but not related to standardized test scores. Academic engagement was significantly and negatively related to shyness, and positively related to all measures of achievement. Finally, academic engagement partially mediated the relation between shyness and teacher ratings of achievement. These findings suggest that poorer teacher-rated academic performance in shy children may be partially accounted for by a lack of academic engagement in the classroom. Future studies are needed to explore why shy children are less likely to be engaged in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kinder training: Play-based consultation to improve the school adjustment of discouraged kindergarten and first grade students.

Examined the effects of Kinder Training on selected kindergarten and first grade students' behavior, social skills, and early literacy skills, as well as its effects on teacher behavior in the classroom. Kinder Training involves the teacher in play sessions with a child who is exhibiting discouragement in the classroom. The participants in this study included 7 kindergarten teachers, 4 kindergarten paraprofessionals, 3 first grade teachers, and their 14 selected students (median age 5 yrs, 9 mo). The teacher conducts play sessions while receiving supervision from a counselor, learning skills that are both appropriate for the playroom and valuable for the classroom. As a result of the play sessions, the teacher–student relationship is enhanced, the student feels more encouraged in the classroom, and the teacher transfers the newly obtained skills to his or her work with other students. This transfer included an increase in facilitative statements, encouragement, and limit-setting. Additionally, the teachers decreased the number of praise statements and ineffective limit-setting. The results suggest that Kinder Training is an effective intervention for struggling students and a successful proactive approach for teacher skill development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early teacher perceptions and later student academic achievement.

The researchers explore relationships between preschool teachers' appraisals of intelligence, concurrent child characteristics, and future high school performance in a core sample of 110 4-year-olds. Children with higher socioeconomic status (SES) and those perceived as assertive and independent were judged by teachers more positively than IQ score predicted; conversely, low SES and perceived immaturity were associated with more negative teacher judgments than IQ score predicted. After controlling for SES, preschool teachers' over- and underestimates of intelligence relative to IQ score significantly predicted grade point average (GPA) and Scholastic Aptitude Test (SAT) test-taking 14 years later. The relationship between teacher ratings and GPA was strongest for children whose ability was underestimated. Teacher predictions were weakest in homes rated by observers as more orderly or with mothers who were more career or community active. Prescient versus influential interpretations of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer observation of student behavior in elementary school classrooms.

Assessed the nature of conceptual schemas used by elementary-school children in observing the behavior of peers and compared the dimensions to those derived from teacher observations of similar student behaviors. Results suggest that while teachers are sensitized to the differences in classroom events reflecting academic achievement and those reflecting conformity to rules, students are more sensitive to phenomena reflecting social behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)