Education Commons^™

Implementing Behavior Management Strategies To Manage Disruptive Student Behavior, Mackenzie Geyer

Graduate Teacher Education

Abstract

This paper examined research considering how teachers and educational leaders may equitably lead and teach during a rise of disruptive student behavior. The research analyzed was qualitative, quantitative, quasi-experimental, or mixed-methods. These research studies delved into different school-wide interventions, classroom management systems, classroom interventions, and professional development. These models, systems, and strategies may work together to allow for positive student behavior and an overall conducive learning environment for all students. The studies recognized the challenges educators face with the rise of disruptive behaviors, and throughout each theme, solutions were given. With the given solutions through the research, fidelity and …

Inclusion For Asd Students In The Mainstream Setting, Stephanie Rohwer

Graduate Teacher Education

This comprehensive review delves into the complexities surrounding the education of students with autism spectrum disorder (ASD). The exploration begins by addressing educator, parental, and paraprofessional perspectives. It reveals challenges related to a lack of autism competence among teachers, managing student behavior, and the pursuit of alternative placements by parents seeking tailored educational experiences. Examining the historical context of ASD, considering its neurodevelopmental nature, emphasizes the importance of continuously evolving teacher preparedness to meet the diverse needs of students. The studies draw attention to the multifaceted challenges educators face, particularly in the absence of consistent training in evidence-based practices (EBPs) …

Case Study: Teacher Perception Of A Web-Based Professional Development Training On Research-Based Instructional Strategies And Behavioral Interventions For Teaching Adhd Students, Joy L. Runnels

CUP Ed.D. Dissertations

Classroom teachers face challenges in the classroom when meeting the learning and behavioral needs of students diagnosed with Attention-Deficit/ Hyperactivity Disorder (ADHD). To help teachers work through these challenges, a web-based professional development training was implemented at a K-5 elementary school on research-based instructional interventions and behavioral strategies for teaching students with ADHD. The purpose of the study was to: (1) examine teacher perception of the learning from the professional development training on ADHD, (2) identify how teachers used the research-based strategies learned in instruction, and (3) identify trends in teacher knowledge of ADHD after the professional development. Six teachers …