NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853239
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1931-6569
Effective Strategies for Addressing Challenging Behavior in Schools
Kant, Alyssa R.; March, Robert E.
AASA Journal of Scholarship & Practice, v1 n3 p3-6 Fall 2004
In the United States today, there is a growing number of children exhibiting disruptive behavior. The rising rates of violence among youth in society parallel the increase in numbers of students who engage in severe problem behavior in schools. Schools are currently confronting a number of disturbing trends regarding school discipline, violence, gangs and behavior management issues. School discipline, specifically, has been identified as one of the most serious ongoing problems confronting public school systems. Disruptive behavior within the school setting is increasing and threatening effective classroom instruction as well as the overall educational climate. Unfortunately, schools often unwittingly engage in discipline practices that do not change behavior, but may actually exacerbate the problem. Research findings regarding disruptive classroom behavior suggest the need for effective supports and interventions by the age of eight within school and community settings to reduce early risk factors. Early intervention is necessary given that research indicates a clear link existing between problem behavior and academic achievement. This article examines effective schoolwide behavioral strategies that successfully reduce the frequency of challenging behavior displayed by students.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States