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School Social WorkAn Evidence-Informed Framework for Practice$
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Michael S. Kelly, James C. Raines, Susan Stone, and Andy Frey

Print publication date: 2010

Print ISBN-13: 9780195373905

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195373905.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 06 December 2021

Increasing Student Compliance with Classroom Tasks

Increasing Student Compliance with Classroom Tasks

(p.76) 6 Increasing Student Compliance with Classroom Tasks
School Social Work

James C. Raines

Susan Stone

Andy Frey

Oxford University Press

Following directions and listening to teachers have been defined as “academic enablers” and are fundamental to the development of social competence and effective learning. One study suggest that between 2% and 16% of youth in the United States can be characterized as having oppositional defiant disorder combined with conduct disorder, while another argues that over half of U.S. adolescents who fail to complete their high school experience have a diagnosable psychiatric disorder. Not surprisingly, the presence of young children in school settings who display challenging behavior patterns that severely stress the management skills of teachers is at an all-time high and is of significant concern to teachers. Children who fail to negotiate the demands of teachers (the ones who control instructional settings), often do not get off to a good start in school and set in motion a downward spiral that can severely impair their school success. Not following classroom rules is defined as non-compliance within the classroom setting. Noncompliance can include overt (e.g. refusal to follow rules, direct challenges to the teacher's authority) or covert (e.g. passively ignoring rules or requests) student responses. This chapter discusses intervention programs or strategies for which the primary outcome is to improve compliance in the classroom.

Keywords:   non-compliance, classroom management, school social work, social work practice, intervention programs

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