The authors of this study sought to address the problems associated with disruptive student behavior in schools, including poor student outcomes and teacher burnout; they discuss their research strategy for identifying studies to be included as well as their data collection and analysis methods.
This Campbell systematic review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta-analysis of the effects of classroom management on disruptive or aggressive student behavior. Twelve studies were included in the review, and the authors conclude that teachers’ classroom management practices have a significant, positive effect on decreasing problem behavior in the classroom. Students in the treatment classrooms in all 12 studies located for the review showed less disruptive, inappropriate, and aggressive behavior in the classroom compared to untreated students in the control classrooms. Teachers who use effective classroom management can expect to experience improvements in student behavior and improvements that establish the context for effective instructional practices to occur. Publisher Abstract Provided