Browsing by Author "Valkamo, Emilia"

Relating to the increased class sizes, the students' need for extra support measures also increases. Pupils with different degrees of learning difficulties are placed within the three-stage support. Meanwhile pupils who are perceived to have challenging behaviour that disrupts instruction and classroom tranquillity are not assigned support measures. The purpose of this study is to compile methods and competencies that according to research, supports the teacher's work to prevent challenging behaviour in the classroom. This thesis is a systematic literature review, where the goal was to compile and critically review previous research and literature in order to be able to answer the research questions. The material that was collected was limited according to the following criteria: The content would deal with children's behavioural problems, the purpose of the research was to develop education, based on children in primary school, and the content would be tested or relevant in the Nordics. According to these criteria, I was able to delineate the content presented in the primary sources into three methods: Collaborative and proactive solutions, ProSkola and Check in-Check out. The results indicate that positive reinforcement in the form of positive feedback linked to a desired behaviour increases the likelihood that the behaviour will be repeated. Positive reinforcement is used in all methods discussed in this thesis. The methods CICO and ProSkola showed high reliability of teachers who carried out the model. CICO was considered easy to implement in regular teaching, while ProSkola and CPS required greater investment to be able to apply the method. Results from the ProSkola method indicated that the systematic behavioural teaching resulted in an improvement in the behaviour of all students. The results could vary between schools, where first results could be seen within a few months and others only within several years after implementation. Regardless of the working model, the research suggested that when adults around children with behavioural problems have a common approach, the conditions are good for changing the child's unwanted behaviour.