Teachers and Challenging Behavior

By D. Westling. 2010

176 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/698c0e0fd3b9c3da7b6c8c6f5895404df7f7165d

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In Cognitive Neuroscience

In Developmental and Educational Psychology

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Citations in the corpus

The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “Responding to disruptive student behavior is reported to be among the most challenging tasks of being a teacher, especially among new teachers (Westling, 2010).”
Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD (2011, background): “However, recent data indicate that many teachers feel unprepared to teach children with attention and/or behavior difficulties (e.g., Bekle 2004; Bussing et al. 2002; Rush and Harrison 2008; Walter et al. 2006; Westling 2010 ).”
Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “, history, home environment) that are beyond school practitioners’ control (Lambrechts, Petry, & Maes, 2008; Westling, 2010).”
The association between teaching students with disabilities and teacher turnover. (2020, background): “Student behavior problems, in particular, appear to influence teachers’ attitudes towards teaching and the demands of their jobs (Martin, Lloyd, Kauffman, & Coyne, 1995; Olson, Chalmers, & Hoover, 1997; Soodak, Podell, & Lehman, 1998; Westling, 2010).”
Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school (2017, background): “…with this suggestion, studies have demonstrated that many teachers feel ill-equipped to deal with autistic students’ challenging behaviour (e.g., Westling, 2010) and difficulties regulating their emotions (e.g., Humphrey & Symes, 2013), which can lead to them using reactive rather than…”
The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “From a theoretical perspective, the principle of inclusion is based on the assumption that the general classroom teacher not only ‘includes’ the student physically in the classroom setting, but also delivers effective, individualised instructional programmes (Westling 2010; Winter 2006).”