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Gepubliceerd in: Journal of Abnormal Child Psychology 6/2010

01-08-2010

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

Auteurs: Geertje Leflot, Pol A. C. van Lier, Patrick Onghena, Hilde Colpin

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2010

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Abstract

The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.
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Metagegevens
Titel
The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game
Auteurs
Geertje Leflot
Pol A. C. van Lier
Patrick Onghena
Hilde Colpin
Publicatiedatum
01-08-2010
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 6/2010
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-010-9411-4