| Abstract This study addressed the problem of disruptive behaviors (DBs) exhibited in the classroom at a particular elementary school. Teaching students with DBs in the classroom is a challenge for teachers because they interfere with the learning process and impede teachers' instructional delivery. Evidence has found that most teachers feel ill-equipped with the training they receive to manage DBs in their classroom, and as a result, academic success of their students suffers. The purpose of this case study was to further explore teachers' experiences who teach students with DBs, to understand teachers' perceptions of the effects of DB on the classroom, and to provide professional development for experienced and novice teachers. The conceptual framework for this study drew on components of classroom management and discipline. This qualitative study included 6 general education elementary school teachers from the school who teach students with DB. Data were gathered from face-to-face interviews, observations in participants' classrooms, and the elementary school's planner documents. Data coding employed typological analysis followed by inductive analysis of the data. Results emphasized that teachers need staff development in classroom management, time to collaborate with colleagues regarding DB in the classroom, and more parental support in the classroom. The findings of this study may help develop programs to improve professional development for teachers to effectively manage DB in the classroom. The decrease of students' DB and interrupted instructional time in the classroom can contribute to a change in the school culture and result in increased achievement for all students. |
