School Interventions for Dishonest Behavior (From School-Based Affective and Social Intervention, P 21-36, 1987, Susan G Forman, ed. -- See NCJ-110677)

• NCJ Number: 110679
• Author(s): G Miller
• Date Published: 1987
• Length: 16 pages
• Sale Source: Haworth Press, Inc
• Language: English
• Country: United States of America

Annotation

This article discusses commonly encountered problem behaviors in school settings which pose legal, ethical, and moral dilemmas to teachers and special services practitioners.

Abstract

Cheating, lying, and nonconfrontative stealing are described as problem behaviors which often are encountered in educational settings. Studies reported indicate that from 50 percent to 90 percent of elementary, junior high, and high school children engage in dishonest behavior. Substantial research is cited which supports the hypothesis that student personality characteristics and school situational variables interact to strongly influence students' dishonesty. Issues pertaining to effective diagnosis of dishonest behavior in school settings are discussed. School factors that contribute to dishonesty in children, common deterrent practices, and examples of published intervention approaches are provided. Threats of punishment and direct appeals to morality are described as common deterrent strategies which have been found to be effective. Behavioral intervention approaches include covert sensitization, time out, two types of reinforcement contingency procedures, and self-control techniques. Classroom and school-wide prevention strategies, as presented, include modification of teaching styles, teacher attitudes towards students, and classroom management skills. 75 references.