A proactive and responsive bio-psychosocial approach to managing challenging behaviour in mainstream primary classrooms. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Madden, Lorraine O.B.; Senior, Joyce
• Is Part Of: Emotional and behavioural difficulties. Volume 23:Issue 2(2018)
• Page Start: 186
• Page End: 202
• Publication Date: 2018-04-03
• Subjects: Emotional and behavioural difficulties -- positive behaviour management -- bio-psychosocial -- challenging -- classroom; Adjustment disorders in children -- Periodicals; Special education -- Periodicals; Behavior disorders in children -- Periodicals; 371.9305
• DOI: 10.1080/13632752.2017.1413525
• Languages: English
• ISSNs: 1363-2752

Abstract

ABSTRACT: Research in the area of social, emotional and behavioural difficulties, and teacher's struggle to respond to challenging behaviour in mainstream classrooms, has consistently highlighted the need for proventative and responsive approaches within a continuum of support. This study aims to, firstly, investigate what proactive and reactive strategies Irish primary school teachers are currently utilising in mainstream classrooms. Secondly, it aims to ascertain a rating of the perceived effectiveness of these strategies within an overarching bio-psychosocial framework. A total of 274 mainstream teachers were surveyed online, whereby quantitative and qualitative data was collected and analysed. Results suggest that teachers are drawing upon research in the area of bio-physiological, cognitive, behavioural, person-centred, humanistic and eco-social psychology. 'Building a rapport with the child' was rated as the Most Effective proactive strategy by 39% of teachers and 'Acknowledging the child's feelings' was rated as the Most Effective responsive strategies by 25% of teachers.