ScholarOne - Ηow Teachers’ Instructional and Behavior Management
Practices relate to Students’ Emotional and Behavioral Difficulties
following teachers’ observations and performance feedback: An Initial
Study of Greek Classrooms
Abstract
Students with emotional and behavioral difficulties are prevalent in
elementary classrooms, making classroom management one of teachers’
leading concerns. Although evidence-based instructional and behavior
management practices for supporting these students are well documented,
teachers have difficulties in implementing these practices in their
daily praxis. The current study investigated relations between an
observational assessment of instructional and behavior management
practices and student emotional and behavior risk, and how brief teacher
performance feedback may change this relationship. Participants included
31 Greek elementary school teachers who completed the Behavioral and
Emotional Screening System (BESS) Teacher Form for 115 students.
Observational data and brief performance feedback were collected with
The Classroom Strategies Assessment System (CSAS). Multilevel analyses
revealed that assessment of instructional and behavior management
strategies were significantly associated with student risk for emotional
and behavior difficulties prior to feedback, but not associated
following brief performance feedback. Implications for practice and
research are discussed.