Contributeurs:
État de publication: Publiée (2020 Janvier )
Nom de la revue: Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement
Volume: 52
Numéro: 1
Intervalle de pages: 67-77
Résumé: Students with behavioural difficulties are recognised as the most difficult to integrate into regular classes. Their integration represents a particular challenge for teachers. While research reported a gap between evidence-based practices and those implemented in the classroom, the direction toward which efforts should be focused on is lacking. This study aims at identifying what is specifically reported by high school teachers to manage behavioural difficulties and at examining the influence of personal and contextual variables. Recruited by e-mail for a larger survey on a web portal, 903 teachers answered two questionnaires: a sociodemographic questionnaire and an inventory of difficult behaviour management practices. The respondents report using frequently the majority of the recommended proactive practices which address all the students. They use less frequently certain practices more targeted or requiring an individualized intervention. Hierarchical linear regression analyzes suggested that several individual and contextual variables influence the use of teacher practices at different levels, particularly participation in the process of an intervention plan is significantly linked to six scales of practice. Results are discussed in light of the needs of teachers to support the transfer of research-based practices to their reality.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: