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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.
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.
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.
The ECBI is a 36-item behavior scale that is used to track disruptive behaviors in children. It was constructed from data indicating the most typical problem behaviors reported by parents of conduct problem children. The measure includes two scales: Intensity and Problem. Parents report Intensity by rating how frequent each item occurs.
My goal throughout my Spanish teaching career has been to open my students’ minds to becoming global and to enlighten their hearts to accept differences while learning about their own cultures ...
Using behavior-specific praise (BSP) in the classroom can have many positive effects on the students and classroom management. BSP is when the teacher praises the student for the exact behavior that the student is exhibiting. For example, the student might normally have trouble staying in their seat, which causes disruption in the classroom.
For students who consistently engage in disruptive behavior, the APA recommended that schools design a list of effective alternatives they can use with students. The APA discussed various options that schools can implement to decrease disruptive behavior, including restorative justice, alternative programs, and community service.