Behavioural problems in inclusive settings: Coping with challenging situations

Transcription

1 Behavioural problems in inclusive settings: Coping with challenging situations Valérie Schürch UER Développement de l enfant à l adulte RENCONTRE D AUTOMNE DE L ASSOCIATION COMENIUS Lausanne, October 2 nd, 2014

2 Aims Identify the characteristics of EBD pupils and to evaluate the stakes concerning their inclusion. Understanding the influence of teachers representations in their classroom practices. Reflect on evidence based practices: What could really work in the classroom? How to adapt what research shows for classroom practice? Student-teachers mobility as an asset in knowing different means of dealing with disturbing behaviors openness.

3 Content 1. Background 2. Behavioral problems in inclusive settings 3. Teachers perceptions of their pupil s behaviors 4. Research-based practices: some examples 5. What is the reality in the classrooms? 6. The impact of mobility in teacher education 7. Conclusion

4 1. Background School inclusion European educational policies touchstone. BUT EBD greatest challenge to inclusion debate about the best schooling modality for these pupils (p. ex. Coleman, Webber & Algozzine, 2008). Difficult behaviours + lack of support > stress and burnout risk for teachers (Doudin,Curchod-Ruedi, & Baumberger, 2009 ; Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010). Exclusion = teachers way to protect themselves from stressful situations and to last in their jobs (Doudin, Curchod-Ruedi, & Lafortune, 2010).

5 2. Behavioural problems in inclusive settings Sempé-Goscinny

6 2.1 Definitions In research, there are three main conceptions : Conduct disorders Psychopathological Opositionnal disorder ADHD Approaches Psychoeducational Intermittent explosive disorder EBD Psychodevelopmental Behavioural difficulties

7 2.1 Characteristics of pupils with EBD Placement: (Bradley, Doolittle, & Bartolotta, 2008) 82% are in regular schools but spend 30% in special classes ; 18% are in institutional settings; In class: Less class participation; Lower grades; More severe punishments (64% disciplinary exclusion); Long term: High risk substance abuse and relational problems; High dropout risk (56% obtain a high school diploma); Employment difficulties; High involvement with the justice system.

8 What s the situation in Switzerland? (OCDE, 2000)

9 EADSNE, (2012)

10 2.2 Inclusion/Exclusion: what do we actually talk about? Inclusion (Vienneau, 2004, p. 129). 1. The full-time pedagogical inclusion of all students in a class with pupils of their same age; 2. The participation in all the learning activities of the group and in school s social life; 3. The individualisation of the teaching-learning process. Exclusion (Booth & Ainscow, 2002). A temporary or long-lasting situation which impedes the full participation of the student in the regular school system

11 2.2.1 School inclusion consequences + Better performances in mathematics (Peetsma, Vergeer, Roeleveld, & Karsten, 2001). Positive models peer tutoring or buddy system (Davis & Florian, 2004). Less availability of professional services in regular schools (Kaufman, Bantz, & McCullough, 2002). Negative attitudes from peers and school staff (voir p.ex. Coleman, Weber, & Algozzine, 2008).

12 Exclusion consequences Rupture, loss of references (Doudin & Erkohen- Marküs, 2000) Richard Wilkinson Highlights school failure (Doudin & Curchod-Ruedi, 2012) Subjective experience: destruction of the self (Dubet, 2000) Deterioration of students behaviours and of their school results due to peer social reinforcement (Gifford-Smith, Dodge, Dishion, & McCord, 2005)

13 3. Teachers perceptions of their Pupils behaviours

14 3.1 The importance of representations Exercise: draw a house in a sheet of paper (5 min.) sweetclipart.com

15 According to teachers, behavioural difficulties consist in: (Schürch, 2014) * Therefore, teachers definitions do not always match the ones which are used in research! Collaboration difficulties + research practice gap.

16 3.1 Influence of teachers characteristics Research shows that some characteristics influence teachers manner of perceiving their pupils behaviours and their way of reacting to them: Attitudes (Avramidis & Norwich, 2002) ; Emotionregulation abilities (Doudin, Curchod- Ruedi, Meylan, & Moreau, 2011) ; Self efficacy (Almog & Shechtman, 2007) Stereotypes (Reyna, 2000).

17 Attitudes An evaluative process of the person facing different objects which are present in their environment (Fiske & Taylor, 2011) Three components: Affective Cognitive Conative In a general manner, research shows that teachers hold negative attitudes towards school inclusion of pupils with behavioural difficulties (ex. Avramidis & Norwich, 2002).

18 Self-regulation sources Personal efficacy (Bandura, 1995) Emotion regulation abilities (Doudin, Curchod-Ruedi, & Meylan, 2013)

19 Stereotypes

20 Stereotypes in school Influence teachers expectations May become a self-fulfilling prophecy Related to different characteristics: Gender Socio-economical level Origin Child with/without a diagnostic

21 Stereotypes influence teachers perceptions and their practices

22 3.2 Our research Aims at: Understanding the influence of novice studentteachers characteristics in their tendency to include or to exclude pupils with behavioural difficulties.

23 3.2.1 We analyze: 1. The links between attitudes towards inclusion, self-efficacy, burnout dimensions (emotional exhaustion, cynicism, reduced efficacy), emotion regulation abilities (emotions felt emotions shown) 2. The influence of these factors on their declared tendencies to include a pupil with behavioural difficulties (based on a case vignette).

24 3.2.2 Methods Population 218 first-year student teachers from a Swiss teacher university (13% male, 87% female, mean of age = 21,9 years). Instruments Attitudes towards the inclusion of pupils with EBD scale (MacFarlane & Woolfson, 2013); Discipline and classroom management self-efficacy scale (Emmer & Hickman, 1991); Maslach Burnout inventory, students version (MBI-SS, Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002); Teachers emotion regulation questionnaire (Curchod-Ruedi & Doudin, 2009); Inclusive-exclusive practices questionnaire.

25 3.2.3 Results A) Factor correlations Attitudes (r =.37, p < 0.01) and self-efficacy (r =.30, p < 0.01) show a significant positive correlation with students tendencies to inclusion. Emotional exhaustion (r = -.14, p < 0.05) and emotions shown(r = -.17, p < 0.05) show a significant negative correlation with students tendencies to inclusion. B) Hierarchical regression analyses Emotions shown and exhaustion did not significantly predict tendencies to include, however attitudes and self-efficacy did significantly predict these tendencies and explained 17% of the variance.

26 4. Evidence-based practices for the classroom

27 4.1 Research-based practices: some examples Classroom Management: Predominance of behavioural and cognitive-behavioural interventions. Behavioural strategies Rewards Punishments (ex. Recess suppression) Short-term effects Cognitive-behavioural strategies Self-regulation training programmes Aggression management programmes longer-term effects Importance of favouring positive interventions PBS support, (Sugai & Horner, 2002).

28 Social skills training Most of these pupils present difficult interpersonal relations with their peers and adults (Landrum,Tankersley, & Kauffman, 2003). Interventions difficult to evaluate because of: 1. Lack of generalisation 2. Lack of reliability criteria 3. Difficult to evaluate the improvement of these pupils Generally, these interventions are highly contested Replacement Behaviour training (Maag, 2005).

29 Collaborative practices Importance of a multidisciplinary collaborative practice is indisputable. Team-schools: a model of collaboration (Heath et al., 2004). Each school team of professionals who work with teachers through a consultative approach. Effects: improving of pupils self-image and the reduction of internalizing symptoms. greater tolerance by teachers and more inclusive views, caused by a better understanding of these pupils difficulties.

30 5. What is the reality in the classrooms?

31 Teachers classroom management practices Teachers rarely base their classroom practice in research results. Most of the time, these interventions are very specific and difficult to generalise. Some examples of the strategies that are the most frequently used by teachers are (Schürch & Doudin, 2014): Behaviour contracts Admonitions Direct instructions Praise and reward

32 6. Mobility and Teacher education Which advantages can be inferred about student teachers mobility related to classroom management and attitude changes? (Sierra et al., 2011)

33 7. Conclusions Developing positive attitudes towards inclusion and enhancing student teachers sense of self-efficacy, most particularly linked to behavioural difficulties management, seems an essential objective of future teachers education. This could promote equality and better social conditions and learning for students most at risk. Mobility can be an aid to this objective, by reinforcing students self-efficacy and by broadening their minds

34 Thank you for your attention!

35 5. Liste des références Almog, O., & Shechtman, Z. (2007). Teachers democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), Avramidis, E., & Norwich, B. (2002). Teachers attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), Bandura, A. (1995). Self-efficacy in changing societies. (A. Bandura, Ed.). Cambridge: Cambridge University Press. Booth, T., & Ainscow, M. (2002). Guide de l éducation inclusive (pp ). Briston, UK. Bradley, R., Doolittle, J., & Bartolotta, R. (2008). Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance. Journal of Behavioral Education, 17(1), Centre pour la Recherche et l Innovation dans l'enseignement (OCDE). (2000). Besoins éducatifs particuliers: statistiques et indicateurs, enseignement et compétences (pp ). Paris. Coleman, M., Webber, J., & Algozzine, B. (2008). Inclusion and Students with Emotional / Behavioral Disorders. Special Services in the Schools, 15(1-2), Curchod-Ruedi, D., & Doudin. (2009). Leadership et émotions a l école : Fonction encadrante, compréhension et régulation des émotions dans le contexte scolaire. In B. Gendron & L. Lafortune (Eds.), Leadership et compétences émotionnelles dans l accompagnement au changement (pp ). Québec: Presses de l Université du Québec. Davis, P., & Florian, L. (2004). Teaching Strategies and Approaches for Pupils with Special Educational Needs : A Scoping Study (pp. 1 90). Cambridge: Queen s Printer. Doudin, P.-A., & Curchod-Ruedi, D. (2012). L inclusion et l'exclusion scolaires: des transitions à risque. In C. Pierre, P.-A. Doudin, & L. Lafortune (Eds.), Les transitions à l école (pp ). Québec: Presses de l Université du Québec. Doudin, P.-A., Curchod-Ruedi, D., & Baumberger, B. (2009). Inclure ou exclure des élèves en difficulté: Conséquences pour les enseignants? Formation et Pratiques D enseignements En Questions, 9, Doudin, P.-A., Curchod-Ruedi, D., & Lafortune, L. (2010). Inclusion et sante des enseignants et enseignantes : Facteurs de risque et de protection. In N. Rousseau (Ed.), La pédagogie de l inclusion scolaire: pistes d'action pour apprendre tous ensemble (2e ed., pp ). Québec: Presses de l Université du Québec.

36 Doudin, P.-A., Curchod-Ruedi, D., & Meylan, N. (2013). Développer les compétences métaémotionnelles des enseignants: Quelle formation? In J. Pharand & M. Doucet (Eds.), En éducation, quand les émotions s en mêlent! Enseignement, apprentissage et accompagnement (pp ). Québec: Presses de l Université du Québec. Doudin, P.-A., Curchod-Ruedi, D., Meylan, N., & Moreau, J. (2011). Troubles internalisées et externalisés de l élève et risque de manque d'équité à l'école. In D. Curchod-Ruedi, P.-A. Doudin, L. Lafortune, & N. Lafranchise (Eds.), La santé psychosociale des élèves (pp ). Québec: Presses de l Université du Québec. Doudin, P.-A., & Erkohen-Marküs, M. (2000). Violences à l école : Fatalité ou défi? Bruxelles : De Boeck. Dubet, F. (2000). L école et l'exclusion. Education et Sociétés, 5(1), Emmer, E. T., & Hickman, J. (1991). Teacher Efficacy in Classroom Management and Discipline. Educational and Psychological Measurement, 51(3), European Agency for Development in Special Needs Education. (2012). Special Needs Education Country Data 2012, Odense, Denmark: European Agency for Development in Special Needs Education. Fiske, S. T., & Taylor, S. E. (2011). Cognition Sociale: des neurones à la culture. Wabre, Bélgique : Mardaga. Gifford-Smith, M., Dodge, K. A., Dishion, T. J., & McCord, J. (2005). Peer Influence in Children and Adolescents: Crossing the Bridge from Developmental to Intervention Science. Journal of Abnormal Child Psychology, 33(3), Kauffman, J. M., Bantz, J., & Mccullough, J. (2002). Separate and better : A special public school class for students with emotional and behavioral disorders. Exceptionality, 10(3), Heath, N. L., Petrakos, H., Finn, C. A., Karagiannakis, A., MClean-Heywood, D., & Rousseau, C. (2004). Inclusion on the final frontier: a model for including children with emotional and behaviour disorders (E/BD) in Canada. International Journal of Inclusive Education, 8(3), Kauffman, J. M., Bantz, J., & Mccullough, J. (2002). Separate and better : A special public school class for students with emotional and behavioral disorders. Exceptionality, 10(3), Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What Is Special About Special Education for Students with Emotional or Behavioral Disorder? The Journal of Special Education, 37(3),

37 Maag, J. W. (2005). Social Skills Training for Youth With Emotional and Behavioral Disorders and Learning Disabilities: Problems, Conclusions, and Suggestions. Exceptionality: A Special Education Journal, 13(3), MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, Peetsma, T., Vergeer, M., Roeleveld, J., & Karsten, S. (2001). Inclusion in Education: comparing pupils development in special and regular education. Educational Review, 53(2), Reyna, C. (2000). Lazy, Dumb, or Industrious : When Stereotypes Convey Attribution Information in the Classroom. Educational Psychology Review, 12(1), Schaufeli, W. B., Martinez, I. M., Pinto, a. M., Salanova, M., & Bakker, a. B. (2002). Burnout and Engagement in University Students: A Cross-National Study. Journal of Cross-Cultural Psychology, 33(5), Schürch, V. (2014, avril). Difficultés de comportement à l école : Si le problème variait en fonction de celui qui le décèle? Poster présenté au Congrès Biennale du Comité Québécois de Jeunes en Difficultés de Comportement : Ensemble, ça se peut! Québec, CA. Schürch, V., & Doudin, P.-A. (2014). L inclusion des élèves présentant des troubles émotionnels et comportementaux : une réflexion sur les pratiques efficaces. Revue Suisse de Pédagogie Spécialisée, 2, Sierra, L., Martin, P., M.C., S., Freire, A., Cruz, C., & Vilela, C. (2011). Teacher Training Mobility In An International Project. Sugai, G., & Horner, R. (2002). The evolution of discipline practices : School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), Vienneau, R. (2004). Impacts de l inclusion scolaire sur l apprentissage et sur le développement social. In Rousseau, N. & Bélanger, S. (Eds.). La pédagogie de l inclusion scolaire, (pp ). Québec, PUQ.

38 B) Prédicteurs des tendances à l inclusion ou à l exclusion Analyse de régression hiérarchique

39 Using the enter method it was found that attitudes (F(1,216) = , p <.001, R 2 =.14, R 2 Adjusted =.13), self-efficacy (F(2,215) = 22.53, p <.001, R 2 =.17, R 2 Adjusted =.17), exhaustion and emotions shown (F(4,213) = 10.74, p <.001, R 2 =.20, R 2 Adjusted =.18)explain a significant amount of the variance in the tendencies to include or to exclude these pupils. Emotions shown and exhaustion did not significantly predict tendencies to include (Beta = -.01, t(19) = 1.17, ns), however attitudes and self-efficacy did significantly predict these tendencies (Beta =.50, t(19) = 2.53, p <.05).