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| Classroom Behavior Management Training: Teacher Strengths, Weaknesses, and Reported Perceptions of Implementation |
| Sunday, May 30, 2004 |
| 10:30 AM–11:50 AM |
| Berkeley |
| Area: EDC/CSE; Domain: Applied Research |
| Chair: Alan M. Gross (University of Mississippi) |
| KAREN PETTY (University of Mississippi) |
| LARA S. HEAD (University of Mississippi) |
| LISA COYNE (Brown University Medical School) |
| KIMBERLY L. PARKS (University of Mississippi) |
| Abstract: Classroom behavior management is cited as essential to the achievement of instructional objectives, yet many teachers report inadequate instruction in preparation as a means of controlling behavior problems (Porter, 2000; Merick & Wheldall, 1993). Research has demonstrated that a significant number of classroom behavior problems are founded in issues relating to aggression (Wolke, Woods, Bloomfield, & Karstadt, 2000). Children exhibiting aggressive behavior in early childhood are more likely to demonstrate continued aggression into adolescence and adulthood (Hofstra, van der Ende, & Verhulst, 2000). With the likelihood of change becoming increasingly difficult over time, the necessity of comprehensive interventions across home and school settings is imperative (Conner, 2002).
As part of a larger study examining emotion regulation and its relationship to the development of aggression in children, 2 hours of classroom behavior management training will be provided to approximately 20 teachers and staff as compenstaion for their school's participation in the larger study. Panel members will discuss teacher-reported training needs and reported perceptions regarding implementation. Discussion will also focus on the necessity of classroom behavior management training as part of a larger effort to provide comprehensive mental health services in the classroom setting. |
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