Elsevier

Journal of School Psychology

Volume 41, Issue 1, January–February 2003, Pages 39-59
Journal of School Psychology

School psychology: a public health framework: III. Managing disruptive behavior in schools: the value of a public health and evidence-based perspective

https://doi.org/10.1016/S0022-4405(02)00143-7Get rights and content

Abstract

Schools typically adopt individualistic approaches to address disruptive behavior and meet the needs of students with disruptive behavior disorders (DBD) [i.e., Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and Conduct Disorder (CD)]. These approaches are often not the most effective and have a limited impact on overall school climate. This article emphasizes the value of an evidence-based and public health perspective in managing disruptive behavior. Information about comprehensive school-based programs and classroom management techniques for disruptive behavior disorders is presented and the important role school psychologists can play in implementing these programs discussed.

Section snippets

The three-tiered model of school-wide discipline strategies

In order to facilitate the implementation of comprehensive, public health approaches to DBD in schools, school psychologists must first appreciate the applicability of a public health model in schools. Walker et al.'s (1996) three-tiered model of school-wide discipline strategies perfectly captures the relevance of a public health perspective for schools. The model, illustrated in Fig. 1, suggests that the majority of students in a school (80%) do not have serious problem behaviors. A smaller

Comprehensive school-based programs for disruptive behavior disorders

Table 1 summarizes information about 22 comprehensive school-based programs for disruptive behavior. These programs were identified as part of a critical review of effective school-based interventions for DBD (Hunter, 2002). Programs were selected for the review through an extensive search of on-line databases (e.g., PsychInfo, ERIC, Medline, etc.) for articles published between 1980 and 2001. In addition to searching these databases, requests for information about school-based programs for

Classroom management techniques for disruptive behavior disorders

A public health conceptualization of school psychology will allow school psychologists to play pivotal roles in assisting schools with the implementation of the comprehensive programs summarized in Table 1. Schools, however, can be slow or resistant to implementing these types of programs and school psychologists may first have to convince schools of the need for a given program. In making the shift to a public health perspective, school psychologists may prefer to start small by helping

Teacher use of interventions

In their expanded role, school psychologist will have to do a lot of work with teachers in order to assist them in implementing the programs and techniques described in Table 1, Table 2. Getting teachers to implement new programs or techniques is hard work. Knowledge of the factors that influence teachers' use of an intervention will assist school psychologist in this challenging task.

Not surprisingly, teachers are more likely to implement interventions they deem acceptable (Hall & Didier, 1987)

Conclusion

Disruptive student behavior is a serious problem in schools that diverts time and attention away from teaching. Unfortunately, schools are not particularly well equipped to deal with this behavior especially when it is associated with a psychiatric diagnosis of ADHD, CD, or ODD. Schools tend to address disruptive behavior on a case-by-case basis and overlook the benefits of more comprehensive approaches to the problem.

By adopting a public health and evidence-based perspective to the management

Acknowledgements

Research contributing to this article was supported by a grant from the Klingenstein Third Generation Foundation.

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