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Direct linkYong-Hwee Nah; Rachel Li-En Ng – School Mental Health, 2025
This study explored factors associated with teachers' self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, SD = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers'…
Descriptors: Self Efficacy, Teacher Attitudes, Cognitive Restructuring, Behavior Modification
Download full textKrek, Janez – Center for Educational Policy Studies Journal, 2020
For the purposes of the research, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. With empirical research, we determined how primary school teachers recognise violent behaviour and how they execute moral education in the areas of the specific structural reasons…
Descriptors: Violence, Educational Environment, Elementary School Teachers, Student Behavior
Chen, Peggy P.; Bonner, Sarah M. – AERA Online Paper Repository, 2017
We examined the grading beliefs of 93 novice and preservice teachers, particularly their views on using grades as reward and punishment or behavior management. Through answering online Likert-type ratings of 16 vignettes, 285 individuals participated in the quantitative part of this study. Of these participants, 93 participated in the qualitative…
Descriptors: Beliefs, Grading, Beginning Teachers, Preservice Teachers
Johnson, LeAnne D.; Monn, Emily – Young Exceptional Children, 2015
The persistence of challenging behaviors for some children highlights a need and an opportunity to explore several key principles of behavioral intervention that are necessary for effective decision- making when more personalized interventions must be layered on top of high-quality universal supports. In the absence of expert support,…
Descriptors: Behavior Problems, Child Behavior, Behavior Modification, Intervention
Portnow, Sam; Downer, Jason; Brown, Josh – Society for Research on Educational Effectiveness, 2015
Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to…
Descriptors: Social Development, Emotional Development, Aggression, Antisocial Behavior
Cihak, David F.; Kildare, Laura K.; Smith, Catherine C.; McMahon, Don D.; Quinn-Brown, Luella – Behavior Modification, 2012
Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories[TM] intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories[TM] to specific functions of behaviors increased task-engagement behaviors in the…
Descriptors: Video Technology, Middle School Students, Intervention, Autism
Exploring the Gender Gap in Referrals for Children with ADHD and Other Disruptive Behavior Disorders
Coles, Erika K.; Slavec, Janine; Bernstein, Melissa; Baroni, Elizabeth – Journal of Attention Disorders, 2012
Objective: The current study examined the impact of the gender of children with ADHD on teachers' perceptions toward inattentive, hyperactive, or oppositional behaviors, and how these perceptions relate to teachers' ratings of children's impairment and referral recommendations. Method: Teachers read eight vignettes depicting boys and girls with…
Descriptors: Children, Child Behavior, Females, Behavior Modification
