Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors

Abstract

Effective instruction is a critical predictor of student achievement. As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative. The authors present the results of 1,197 systematic direct observations of teachers’ instructional behaviors and their effect on student engagement and disruption. Results indicate statistically significant correlations between teaching and student engagement and disruptions, although there is variability depending on the grade level (elementary school vs. high school). Limitations, implications, and directions for future practice are discussed.

Keywords:

• classroom
• engagement
• feedback
• instruction
• opportunities to respond

Additional information

Notes on contributors

Terrance M. Scott

Terrance M. Scott is a professor and distinguished university scholar at the University of Louisville. His current research interests include instructional interventions for students with behavioral disorders, schoolwide prevention systems, and functional behavior assessment.

Regina G. Hirn

Regina G. Hirn is a project director and adjunct professor at the University of Louisville. Her current research interests include instructional strategies for students with learning disabilities and positive behavior supports for students with behavior disorders.

Peter J. Alter

Peter J. Alter is an assistant professor at St. Mary's College of California. His current research interests include behavioral interventions, positive behavior interventions and supports, and school partnerships.