Do pre-emptive behaviour interventions for individuals have a postive effect on their behaviour
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Do pre-emptive behaviour interventions for individuals impact positively on their behaviour?
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Transcript of Do pre-emptive behaviour interventions for individuals have a postive effect on their behaviour
Do pre-emptive behaviour interventions for individuals impact
positively on their behaviour?
Content
• Theory, research and practice• My study• Epistemology and Ontology• Methodology• Method• Results• Conclusion• Limitations• References• Questions?
Theory, research and practiceTheory Achievement Goal Theory
(Nicholls, 1984)…suggests that an emphasis on performance goals can offer a preventative approach for dealing with students' disruptive behaviour.
Research Humphrey et al. (2010:515-9)
comment upon the effectiveness of multi-component interventions, linked to self-awareness and motivation, with regard to improved social skills.
In general, interventions produce a positive influence on a variety of behaviours, including disruption and non-compliance (Whear et al., 2013: 401).
Practice SEAL sessions (group)
Mentor intervention (teacher time limited)
My study!
My study
What is the study about?
Why is this important?
Pro-active
Individual / peers
Epistemology and Ontology
Testing a hypothesis = = Positivist
Always applies = Objectivist
Methodology
Quantitative Qualitative
Method
A B C D
Week 1 Week 2 Week 3 Week 4
Method
My life at school• Introduction• Lessons• Wider school life
If I could be anything…• Hobbies• Talents• Aspirations and ambitions
Game• Link to literacy• Positives this week
Method
Data Collection
Session record sheet Note taking
Teacher sheet Record of pupil behaviour (am/pm)
Pupil sheet Record of own behaviour (am/pm) Comments
Coding
Likert scale*
Likert scale*No analysis†
AnalysisType
* analysed per period and per day † insufficient data
Results
Mon am Mon pm Tue am Tue pm Wed am Wed pm Thu am Thu pm Fri am Fri pm0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Pupil behaviour (per period)
Teacher assessment Pupil assessment Combined assessment
AverageScore
Results
Teacher scores Pupil scores0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Pupil behaviour (per period)
With intervention Without intervention
AverageScore
0.96
0.46
Results
Combined scores0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Pupil behaviour (per period)
With intervention Without intervention
AverageScore
0.71
Results
Sport
Social
Geography /Travel
Music
Kindness
Conclusion
Q: Do pre-emptive behaviour interventions for individuals impact positively on their behaviour?
A: Yes, my research has produced some evidence to support this. However…
Limitations
To improveWhat? Why?
Contact time per child Limited time to build relationships
Issues not explored in depth
1 child for 4 weeks?2 children for 2 weeks?
Usual weekly pattern Unknown (no control group)
Assess behaviour during non-intervention weeks?
Pupil self-assessment Inaccurate? To impress teachers?
Training?Anonymity?
References• Humphrey, Kalambouka, Wigelsworth, Lendrum, Lennie & Farrell (2010)
New Beginnings: evaluation of a short social-emotional intervention for primary-aged children. Journal: Educational Psychology, 30(5), pp. 513-532.
• Nicholls (1984) Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Journal: Psychological Review, 91(3), 328-346.
• Whear, Thompson-Coon, Boddy, Ford, Racey & Stein (2013) The effect of teacher-led interventions on social and emotional behaviour in primary school children: a systematic review. Journal: British Educational Research Journal, 39(2), pp. 383-420.
Bibliography• Colverd & Hodgkin (2011) Developing Emotional Intelligence in the Primary School. 1st edn. London:
Routledge.
• H.M. Government (2012) Pupil behaviour in schools in England. [pdf] London: Department for Education. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/184078/DFE-RR218.pdf [Accessed 20th March 2014].
• Humphrey, Kalambouka, Wigelsworth, Lendrum, Lennie & Farrell (2010) New Beginnings: evaluation of a short social-emotional intervention for primary-aged children. Journal: Educational Psychology, 30(5), pp. 513-532.
• Miller (1994) Successful interventions with difficult pupil behaviour in primary schools: a critique of consultative practice between educational psychologists and teachers from the perspective of applied behavioural analysis, organisational dynamics and attribution shift. [pdf] Sheffield: University of Sheffield. Available at: http://etheses.whiterose.ac.uk/3477/1/300171.pdf [Accessed 20th March 2014].
• Miller (2003) Teachers, Parents and Classroom Behaviour. 1st edn. Maidenhead: Open University Press.
• Nicholls (1984) Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Journal: Psychological Review, 91(3), 328-346.
• Whear, Thompson-Coon, Boddy, Ford, Racey & Stein (2013) The effect of teacher-led interventions on social and emotional behaviour in primary school children: a systematic review. Journal: British Educational Research Journal, 39(2), pp. 383-420.
