Situational and Demographic Differences in Maladaptive Behaviors Among Primary School Students in Trinidad and Tobago

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  In Roundtable Session: Dynamics in Creating Desirable Educational Possibilities for Learners From/in the Global South (Table 11)

Abstract

This study provides a comprehensive picture of maladaptive classroom behaviors among a nationally representative sample of primary school students (N = 700) in Trinidad and Tobago. Adopting a microanalytic perspective, we examined the precedence and prevalence of specific problematic behaviors observed by teachers, identified the classroom settings wherein such behaviors occur, and compared rates of behavioral problems across demographic strata. We found that up to 30% of children displayed common behavior problems when interacting with teachers or completing schoolwork. Severe behavior problems were relatively rare, and mostly occurred during peer interactions. High baseline rates of behavior problems point towards the need of developing adequate teacher training programs and classroom-level interventions to better address these issues in Trinidad and Tobago.

Authors

• Clara-Christina Gerstner, Center for Responsive Schools

• Paul A. McDermott, University of Pennsylvania

• Nan Leng

• Emily A. Kerzabi, Educational Testing Service

• Michael J. Rovine, University of Pennsylvania

• Frank C. Worrell, University of California - Berkeley

• Tracey E. Hall, Center for Applied Special Technology