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Robert J. Marzano is an educational researcher in the United States. He has done educational research and theory on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the development of practical programs and tools for teachers and administrators in K–12 schools.
The Disruptive Behavior Disorders Rating Scale (DBDRS) is a 45-question screening measure, completed by either parents or teachers, designed to identify symptoms of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder in children and adolescents.
Due to the significant influence of teachers in managing disruptive behaviors, teacher training is a recommended intervention to change the disruptive behavior of ODD children. [43] [44] In a number of studies, low socioeconomic status has also been associated with disruptive behaviors such as ODD. [45] [46]
Teachers are more likely to write referrals for students that are overly disruptive. Screening tools used to detect students with high levels of "internalizing" behavior are not sensitive and are rarely used in practice. [15] Students with EBD with "externalizing" behavior may be aggressive, non-compliant, extroverted, or disruptive.
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
Parent management training (PMT), also known as behavioral parent training (BPT) or simply parent training, is a family of treatment programs that aims to change parenting behaviors, teaching parents positive reinforcement methods for improving pre-school and school-age children's behavior problems (such as aggression, hyperactivity, temper tantrums, and difficulty following directions).
Each session was divided into 30 one-minute intervals. If one or more of the children exhibited the disruptive behavior, the interval was scored as containing disruptive behavior. In addition to collecting data on disruptive behavior, the researchers evaluated the students' academic performance during two math periods in the fifth-grade classroom.
[15] [16] [17] Additionally, the complex interplay between externalizing and internalizing symptoms across development could explain the association between these problems and other risk behaviors, that typically initiate in adolescence (such as antisocial behaviors and substance use).