Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement. These children often have high maintenance temperaments, characterized by high physical activity, low ability to persist at tasks, and negative reactions to even minor situations.
A new study in the journal Early Childhood Research Quarterly finds that kindergartners and first graders with high maintenance temperaments showed less disruptive behavior and more active engagement and on-task behavior in the classroom, thanks to a program that helps teachers, parents, and students recognize and adapt to individual differences.
Led by researchers at NYU's Steinhardt School of Culture, Education, and Human Development, the study builds upon recent findings that the same program generally improves the behavior and academic skills of children and helps shy students be more engaged in their classwork.
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