Behavior Management In Inclusive Classrooms

As an inclusion teacher, I am often tasked with growing students who have not achieved much success in the traditional classroom structure. Often times my students do not respond well to typical behavior management strategies. These students tend to be highly emotional and reactive in their responses to stimuli as opposed to working through those situations in a rational process.

The purpose of this paper is to critique a quantitative study and to present a critical analysis on its research findings. The paper will discuss the elements influencing believability and robustness of research, including writing style, research problem, literature review, conceptual framework, research question, hypothesis, study sample, methods, data analysis and results, and discussion of the relevance and future directions.

Sources cited must be relevant, comprehensive and current as to provide evidence that the study conducted was necessary (Burns & Grove, 2011). Walker cited both quantitative and qualitative studies to describe current knowledge of the problem and need for additional research. The literature was effective and relevant to the focus of the research study. The author used literature to build a logical argument in the introduction and complement the findings of the study in the discussion. Available studies were not evaluated nor were weaknesses indicated.

Throughout the years education has taken many different directions, each direction presenting new positive and negative outcomes. One of the newest directions the school system has taken is the inclusion movement. As a result of the inclusion movement some other changes within the classroom have been made. This includes behavior management programs. This has led to the development of Positive Behavioral Support.

Therefore, the following literature review will examine articles and their findings within this controversial topic.

An Introduction to Classroom Management in Special Education. (n.d.). Retrieved February 02, 2016, from http://www.specialeducationguide.com/pre-k-12/behavior-and-classroom-management/

In the scholarly article, Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments, Terrance M. Scott, Kristy Lee Park, Jessica Swain-Bradway and Eric Landers introduce the idea of positive behavior support in the general classroom setting. Scott et al. (2007) focused solely on the positive behavior support that would benefit children with an emotional and behavioral disorder (EBD). No specific emotional disturbance was stated therefore the ideas are based that the child may have a exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems” as given by the Individuals with Disability Act. The general idea being that adapting the classroom environment before a problem or problem behavior occurs, is the key to an effective classroom and learning environment. The ideas of Scott et al. (2007) will be compared to the concepts discussed in Sarita P. Santos’ course Inclusive Learning Environments for

There are ten scholarly, peer-reviewed research articles selected for the preliminary literature review and they are summarized below. The relevance of the articles and the research findings, research design and methods are included below.

The appropriate institutional review boards approved this study; and Pinto (2009) supervised all portions of the analysis process (Pinto, 2009). The method of analysis was categorized into the following sections: recruitment, interview procedures, interview protocol, analytic strategy (Pinto, 2009).

When comparing this article to a good literature review, it successfully provides an adequate overview of previous research done and uses it to enhance the project at hand. When evaluating the quality and relevance of this article, Martins and Jensen do an admirable job communicating the purpose of research to the reader and organizing its literature review. The data from other studies is in chronological order and are structured from broader studies to more specific ones which is seen when the sources are cited. An analysis was provided after presenting the findings from previous studies and the authors were able to communicate how those studies influenced their own research. As a whole, the literature review was well organized by key ideas and topics that logically lead to the research Martins and Jensen were

A total of 23 articles were deliberately analyzed and interpreted for common themes. A final consensus was made by three reviewers after comparing the prepared notes on articles. A comprehensive summary of every article is delineated in Table 1. In order to identify the frequency

Methods. Twenty original research reports published in the last 30 years, were systematically reviewed for strength of association,

Support your article with at least two research articles published in peer-reviewed journals in the past five years and one other scholarly source. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Chapter 3 Describes and justified the research methodology adopted before gathering the primary data for analysis, chapter 4. Discussed the empirical findings and analysis of the study and finally, chapter 5, Concludes the study with critical review, key insights gained from the study, recommendations as well as avenues for future research.

A review of the literature provides more detailed information on the chosen topic. Its purpose is to give the researcher knowledge that will form the foundation for his or her study and therefore, the information must be related to the topic. Not only does it provide basic information on the variables in the topic but also covers various relatable studies conducted in the past; how, where they were conducted, and the conclusions that the researcher(s) came to. Literature can be obtained from a wide variety of sources; newspapers, journals, databases, books, encyclopedias, digital sources, and much more. Information obtained in this section helps the researcher understand the magnitude of the problem defined in the first stage, recognize any consequences and gaps that other researchers may have not filled, and identify potential strategies to combat the problem. It serves as a secondary source of information. Based on