Disruptive behavior programs on primary school studentsa systematic review

  1. Diego Martín Retuerto 1
  2. Iker Ros Martínez de Lahidalga 1
  3. Irantzu Ibañez Lasurtegui 1
  1. 1 Faculty of Education and Sports, University of the Basque Country
Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144 2254-9625

Año de publicación: 2020

Título del ejemplar: Sociodemographic characteristics and stress of people from Spain confined by COVID-19

Volumen: 10

Número: 4

Páginas: 995-1009

Tipo: Artículo

DOI: 10.3390/EJIHPE10040070 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Objetivos de desarrollo sostenible

Resumen

The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.

Información de financiación

The authors of this study are part of the Consolidated Research Group IT934-16, within the Basque University System. This study is part of the PPG17/61 and EHUA15/15 research project run by the University of the Basque Country

Financiadores

Referencias bibliográficas

  • Prados, M.A.H.; Morales, E.C. Formación Inicial de Los Maestros de Educación Infantil y las Conductas Disruptivas de la Convivencia Escolar. IV Congreso Internacional Virtual Sobre La Educación en el Siglo XXI. 2019. Available online: https://www.eumed.net/actas/19/educacion/1-formacion-inicial-de-los-maestros.pdf (accessed on 15 May 2020).
  • Alonso, J.D.; Castedo, A.L.; Juste, M.P.; Roales, E.A. School violence: The interpersonal teacher-student dyad. Eur. J. Investig. Health Psychol. Educ. 2013, 3, 75–86. (In Spanish)
  • González, A.D.; Fernández, T.G.; García, D.A. What measures for the improvement of coexistence are being developed in educational centers: An insider’s perspective. Eur. J. Investig. Health Psychol. Educ. 2013, 3, 207–213. (In Spanish)
  • Jesús Comellas i Carbó, M.J.C. The daily climate in the classroom. Relational context of socialization. Eur. J. Investig. Health Psychol. Educ. 2013, 3, 289–300. (In Spanish)
  • Pacheco, R.M.R. Clima Escolar y Procesos de Convivencia en el Desempeño Académico Estudiantil. Ph.D. Thesis, University of La Costa, Barranquilla, Colombia, 2018.
  • Gelabert, J. Restorative practices in Physical Education sessions: A tool for the reduction of disruptive behaviors. Didacticae 2019, 7, 86–102. (In Spanish)
  • Hosokawa, R.; Katsura, T. Role of Parenting Style in Children’s Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan. Int. J. Environ. Res. Public Health 2019, 16, 21.
  • Pino, M.J.; Herruzo, J.; Herruzo, C. A New Intervention Procedure for Improving Classroom Behavior of Neglected Children: Say Do Say Correspondence Training. Int. J. Environ. Res. Public Health 2019, 16, 2688.
  • Góngora, J.R.; Pérez-Fuentes, M.C.; Linares, J.J.G. Relationship between parental educational style and the level of adaptation of minors at social risk. Eur. J. Investig. Health Psychol. Educ. 2013, 3, 301–318. (In Spanish)
  • Ros, I. The student engagement with the school. Rev. Psicodidact. 2009, 14, 79–92.
  • Ros, I.; Goikoetxea, J.; Gairín, J.; Lekue, P. Student Engagement in the School: Interpersonal and Inter-Center Differences. Rev. Psicodidact. 2012, 17, 291–307.
  • Rodríguez-Fernández, A.; Ramos-Díaz, E.; Ros, I.; Zuazagoitia, A. School engagement of high school students: The influence of resilience, self-concept and perceived social support. Educación XX1 2018, 21, 87–108. (In Spanish)
  • Halabi, F.; Ghandour, L.; Dib, R.; Zeinoun, P.; Maalouf, F.T. Correlates of bullying and its relationship with psychiatric disorders in Lebanese adolescents. Psychiatry Res. 2018, 261, 94–101.
  • Méndez, I.; Jorquera, A.B.; Ruiz-Esteban, C.; Martínez-Ramón, J.P.; Fernández-Sogorb, A. Emotional Intelligence, Bullying, and Cyberbullying in Adolescents. Int. J. Environ. Res. Public Health 2019, 16, 4837.
  • Martino, E.A.; Hernández, M.Á.; Pañeda, P.C.; Mon, M.A.C.; de Mesa, C.G.G. Teachers’ perception of disruptive behaviour in the classrooms. Psicothema 2016, 28, 174–180.
  • Rodríguez, A.R. La Mediación para Resolver los Conflictos en las Aulas. Bachelor’s Thesis, University of the Basque Country, Leioa, Spain, 2014.
  • Fernández, M.V.M. Estudio y Análisis de Estrategias para la Resolución de Conductas Disruptivas en el Aula. Bachelor’s Thesis, University of Granada, Granada, Spain, 2019.
  • Martín, R.B. Contextos de Aprendizaje: Formales, no Formales e Informales. Available online: http://148.202.167.116:8080/xmlui/handle/123456789/1004 (accessed on 13 September 2020).
  • Tricco, A.C.; Lillie, E.; Zarin, W.; O’Brien, K.K.; Colquhoun, H.; Levac, D.; Moher, D.; Peters, M.D.J.; Horsley, T.; Weeks, L. PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Ann. Intern. Med. 2018, 169, 467–473.
  • Ohara, R.; Kanejima, Y.; Kitamura, M.; Izawa, K.P. Association between Social Skills and Motor Skills in Individuals with Autism Spectrum Disorder: A Systematic Review. Eur. J. Investig. Health Psychol. Educ. 2020, 10, 276–296.
  • Grant, M.J.; Booth, A. A typology of reviews: An analysis of 14 review types and associated methodologies. Health Inf. Libr. J. 2009, 26, 91–108.
  • European Comission. KiVa Anti-Bullying Program; KiVa Program & University of Turku: Turku, Finland, 2006.
  • Martínez, R. The Finnish KiVa Anti-Bullying Program. El Programa Anti-Acoso Escolar Finlandés KiVa; Instituto Escalae: Barcelona, Spain, 2015.
  • Pichardo, M.C.; García, T.; Justicia, F.; Llanos, C. Effects of an intervention program for the improvement of social competence in elementary school children in Bolivia. Int. J. Psychol. Psychol. Ther. 2008, 8, 441–452. (In Spanish)
  • Hijón, A.C. Evaluation of a behavioral management education program. Electron. J. Res. Educ. Psychol. 2009, 7, 805–828. (In Spanish)
  • Sliminng, E.C.; Montes, P.B.; Bustos, C.F.; Hoyuelos, X.P.; Vio, C.G. Effects of a combined program of behavioral modification techniques on decreasing disruptive behavior and increasing prosocial behavior in Chilean school children. Acta Colomb. Psicol. 2009, 12, 67–76. (In Spanish)
  • Salmivalli, C.; Poskiparta, E. Making bullying prevention a priority in Finnish schools: The KiVa antibullying program. New Dir. Youth Dev. 2012, 133, 41–53.
  • Bierman, K.L.; Coie, J.; Dodge, K.; Greenberg, M.; Lochman, J.; McMohan, R.; Pinderhughes, E. School Outcomes of Aggressive-Disruptive Children: Prediction from Kindergarten Risk Factors and Impact of the Fast Track Prevention Program. Agressive Behav. 2013, 39, 114–130.
  • Macazaga, A.M.; Rekalde, I.; Vizcarra, M.T. How to channel aggressiveness? A proposal of intervention through games and sports. Rev. Esp. Pedagog. 2013, 255, 263–276. (In Spanish)
  • Oruche, U.M.; Gerkensmeyer, J.E.; Carpenter, J.S.; Austin, J.K.; Perkins, S.M.; Rawl, S.M.; Wright, E.R. Predicting Outcomes among Adolescents with Disruptive Disorders Being Treated in a System of Care Program. J. Am. Psychiatr. Nurses Assoc. 2013, 19, 335–344.
  • Jones, D.J.; Forehand, R.; Cuellar, J.; Parent, J.; Honeycutt, A.; Khavjou, O.; Gonzalez, M.; Anton, M.; Newey, G.A. Technology-Enhanced Program for Child Disruptive Behavior Disorders: Development and Pilot Randomized Control Trial. J. Clin. Child Adolesc. Psychol. 2014, 43, 88–101.
  • Gómez, M.I.M. Programa de Intervención en Niños con Trastorno por Déficit de Atención con Hiperactividad (TDAH) y Familia. Ph.D. Thesis, University of Extremadura, Badajoz, Spain, 2014.
  • Jimenez, S.Y.; Rubio, E.L. Literary texts for the prevention of bullying. Int. J. Dev. Educ. Psychol. INFAD Rev. Psicol. 2014, 1, 313–318. (In Spanish)
  • Burke, J.D.; Loeber, R. The Effectiveness of the Stop Now and Plan (SNAP) Program for Boys at Risk for Violence and Delinquency. Prev. Sci. 2015, 16, 242–253.
  • Durán, M.A.F. Desarrollo de la Competencia Social en Adolescentes Creación, Aplicación y Análisis del Programa El Pensamiento Prosocial en Entornos Educativos. Ph.D. Thesis, University of Valencia, Valencia, Spain, 2015.
  • González, B.M.; Cabrera, F.J.P. Evaluation of an Intervention Program to Reduce School Bullying and Disruptive Behavior. Acta Investig. Psicológ. 2015, 5, 1947–1959. (In Spanish)
  • Sánchez-Rivas, E.; Sánchez-Rodríguez, J.; Ruiz-Palmero, J. Method for the educational treatment of disruptive behaviors in sports learning. Rev. Iberoam. Psicolog. Ejerc. Deporte 2015, 10, 225–234. (In Spanish)
  • Sánchez, M.C. Programa de Gestión y Fortalecimiento para la Resolución de Conflictos en los Estudiantes de 5° Grado de Educación Primaria de la I.E. N°10002 Urb. El Paraiso Chiclayo—Región Lambayeque. Bachelor’s Thesis, Pedro Ruiz Gallo National University, Lambayeque, Peru, 2018.
  • Ávila, M.H.; Buscá, F. How conflicts are prevented and resolved in a physical education class. Tándem Didáct. Educ. Fís. 2016, 51, 61–66. (In Spanish)
  • Cid, M.C.Q. Experiential pedagogy or experiential the Intensive program for young people. Rev. Educ. Soc. 2016, 22, 291–301. (In Spanish)
  • Seguel, C.F.M.; Constanzo, A.X.Z. Factors associated with the interruption and maintenance of criminal behavior: A study with adolescents served by the Specialized Comprehensive Intervention Program of the Municipality of Osorno, Chile. Rev. Crim. 2017, 59, 49–64. (In Spanish)
  • Katheleen, B.A.; Bebech, A.; Osiniak, K. Incorporating a Class-Wide Behavioral System to Decrease Disruptive Behaviors in the Inclusive Classroom. J. Cathol. Educ. 2018, 21, 205–214.
  • Nieto, A.B. El programa Aprender a Convivir en Casa y su Influencia en la Mejora de la Competencia Social y la Reducción de Problemas de Conducta. Ph.D. Thesis, University of Granada, Granada, Spain, 2018.
  • Saad, M.A.E. The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Disruptive Behavior of Preschool Children. Int. J. Psycho Educ. Sci. 2018, 7, 60–66.
  • Mouton, B.; Loop, L.; Stiévenart, M.; Roskam, I. Confident Parents for Easier Children A Parental Self-Efficacy Program to Improve Young Children’s Behavior. Educ. Sci. 2018, 8, 134.
  • Puchaicela, B.A.O. Programa de Sensibilización Grupal para Disminuir el Bullying en los Estudiantes de Noveno Año del Paralelo b del Colegio de Bachillerato “27 de febrero”, de la ciudad de Loja. Bachelor’s Thesis, National University of Loja, Loja, Ecuador, 2018.
  • Juárez, G.P. Los Comportamientos Disruptivos en la Educación Física Escolar: Observación Sistemática de un Alumno de Educación Primaria. Bachelor’s Thesis, University of Valladolid, Valladolid, Spain, 2018.
  • Wora, A.H.; Salaam, N.; Leed, S.H.R.; Bergen-Cico, D.; Jennings-Bey, T.; Haygood El, A.; Rubinstein, R.A.; Lane, S.D. Culturally congruent mentorship can reduce disruptive behaviour among elementary school students: Results from a pilot study. Pilot Feasibility Stud. 2018, 4, 1–8.
  • Dadds, M.R.; Sicouri, G.; Piotroska, P.J.; Collins, D.A.J.; Hawes, D.J.; Moul, C.; Lenroot, R.K.; Frick, P.J.; Anderson, V.; Kimonis, E.R.; et al. Keeping Parents Involved: Predicting Attrition in a Self-Directes, Online Program for Chilhood Conduct Problems. J. Clin. Child Adolesc. Psychol. 2019, 48, 881–893.
  • Díaz-López, A.; Rubio-Hernández, F.J.; Carbonell-Bernal, N. Effects of the application of an emotional intelligence program on the dynamics of bullying A pilot study. Rev. Psicol. Educ. J. Psychol. Educ. 2019, 14, 124–135. (In Spanish)
  • Fuster-Guilló, A.; Pertegal-Felices, M.L.; Jimeno-Morenilla, A.; Azorín-López, J.; Rico-Soliveres, M.L.; Restrepo-Calle, F. Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot. Front. Psychol. 2019, 10, 2843.
  • Goertz-Dorten, A.; Groth, M.; Detering, K.; Hellman, A.; Stadler, L.; Petri, B.; Doepfner, M. Efficacy of an Individualized Computer-Assisted Social Competence Training Program for Children with Oppositional Defiant Disorders/Conduct Disorders. Front. Psychiatry 2019, 10, 682.
  • González, J.; Cayuela, D.; López-Mora, C. Prosociality, Physical Education and Emotional Intelligence in School. J. Sport Health Res. 2019, 11, 17–32. (In Spanish)
  • Ristkari, T.; Mishina, K.; Lehtola, M.-M.; Sourander, A.; Kurki, M. Public health nurses’ experiences of assessing disruptive behaviour in children and supporting the use of an Internet-based parent training programme. Scand. J. Caring Sci. 2019, 3, 154–196.
  • Reignier, V.R.; Zegarra, S.P.; García, L.G. CAPÍTULO 4: Propuesta de programa para la prevención del acoso escolar en Educación Primaria. In Variables Psicológicas y Educativas para la Intervención en el Ámbito Escolar; ASUNIVEP: Almeria, Spain, 2019.
  • Pino, M.; Regal, M.T.G. Concept, types and etiology of disruptive behaviors in a Secondary School and High School from the teachers’ perspective. Rev. Psicolog. 2007, 28, 111–134. (In Spanish)
  • Ovalles, A.; Macuare, M. Can the school environment be a space that generates violence in adolescents? Capítulo Criminol. 2009, 37, 103–109. (In Spanish)
  • Figueroa, J.A.G.; Salazar, C.M. Detection of school violence in adolescents in physical education class. Rev. Iberoam. Psicol. Ejerc. Deporte 2015, 10, 41–47. (In Spanish)
  • Sánchez-Alcaraz-Martínez, B.J.; Gómez-Mármol, A.; Valero-Valenzuela, A.; Esteban-Luis, R.; González-Víllora, S. Design and validation of an instrument for the observation of behaviors that alter coexistence in physical education. Estud. Educ. 2015, 35, 453–472. (In Spanish)
  • Grau, M.P.; Prat, S.S. Actitudes, Valores y Normas en la Educación Física y el Deporte: Reflexiones y Propuestas Didácticas; INDE: Barcelona, Spain, 2003.
  • Gutiérrez, M.; Escartí, A. Influence of parents and teachers on the goal orientation of adolescents and their intrinsic motivation in Physical Education. Rev. Psicol. Deporte 2006, 15, 23–35. (In Spanish)
  • Alcaide, F.C.; del Rey Alamillo, R.; Ruiz, R.O. Conflictividad: Un estudio sobre problemas de convivencia escolar en Educación Primaria. Temas Educ. 2016, 22, 189–205.
  • Leal-González, R.; Velásquez-Almarza, C.; de González, M.S. Asociación entre el clima familiar y las conductas disruptivas de los alumnos de primaria. Revista Internacional de Investigación y Formación Educativa 2019. Available online: https://www.ensj.edu.mx/revista-internacional-de-investigacion-y-formacion-educativa-riifeduc-enero-marzo-2019/ (accessed on 10 May 2020).
  • Mendieta, V.L.G.; Silva, M.T.J.; Goytizolo, R.C.S. Disciplina Positiva y las Conductas Disruptivas en los Niños del Aula de 5 Años del Nivel Inicial de la I.E “Santísimo Nombre de Jesús” del Distrito de San Borja. Bachelor’s Thesis, Instituto Pedagógico Nacional Monterrico, Lima, Peru, 2019.
  • Villanueva, S.V.; Díaz, E.C.; Quispe, W.V. School Disruption: A Good Pretext for Teacher Reflections. Apunt. Univ. Rev. Investig. 2019, 9, 85–102. (In Spanish)