An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders

Scott, Terrance M.; Alter, Peter; Hirn, Regina G.

doi:10.1353/etc.2011.0039

Cited by 83 publications

(79 citation statements)

References 35 publications

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“…With regard to peer relationships, our finding that disobedience has more impact on peer rejection than acceptance, whereas peer rejection and acceptance were equally important for boys' development of disobedience, indicates that both positive and negative peer relationships are important for boys' disobedience development, but that when boys show undesirable behavior, they may easily acquire a 'bad' reputation which is difficult to lose (Baumeister et al 2001). The finding that negative social relationships more strongly impacted boys' classroom behavior than positive social relationships, is especially important for boys in special education, as these children not only already encounter more negative social interactions (Humphrey and Symes 2010;Little and Kobak 2003;Murray and Greenberg 2001), but also receive three times more punishment than children without social-emotional and behavioral disorders (Scott et al 2011). It is thus vital to prevent the development of negative interactional patterns in special educational settings.…”

Section: Positive Versus Negative Social Experiences and Boys' Behavimentioning

confidence: 99%

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Breeman

Lier

Wubbels

et al. 2014

J Abnorm Child Psychol

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In mainstream education, positive relationships with teachers and peers have been found to positively influence children's behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream education cannot be generalized to special education. The present study investigated the developmental links between disobedience and positive as well as negative relationships with teachers and peers among boys in restrictive special educational settings. At three assessment waves across one school year, teacher-reports of teacher-child closeness and conflict, and peer-reports of peer acceptance, rejection and disobedience were collected among 340 boys (mean age=10.1 years, SD=1.58, range=5-13) with psychiatric disorders receiving special education. Autoregressive cross-lagged models were fitted to explore the nature of these developmental links. The impact of boys' age was examined using multiple group analyses. Findings supported the importance of teacher-child conflict, but not closeness, and positive and negative peer relationships for the development of boys' disobedience, with a stronger effect of negative than positive relationships. However, teacher-child and peer relationships were not longitudinally related and the effect of boys' age was minimal. This study extends prior research by suggesting that, despite differences in educational setting and severity of behavior problems between children in mainstream and special education, reducing negative classroom interactional patterns is most important in preventing the development of problematic classroom behavior in boys with severe social-emotional and behavioral difficulties.

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Section: Positive Versus Negative Social Experiences and Boys' Behavimentioning

confidence: 99%

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Breeman

Lier

Wubbels

et al. 2014

J Abnorm Child Psychol

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“…The inclusion of "non-verbal teacher behavior" is supported in the current literature on this subject (Scott, Alter, & Him, 2011), and may provide a more realistic picture of teacher behavior. These suggestions support the purpose of the Observation of Teacher Behavior system and are logical next steps in the development of a system designed to provide teachers with the data needed to motivate behavior change.…”

Section: Firstmentioning

confidence: 99%

“…This statement seems an exaggeration, but the evidence supports the underlying message. All told, the rates of positive to negative feedback are very low (Scott, Alter, & Him, 2011; and, as will be described below, may work to maintain cycles of coercion between teacher and student that limit the amount of reciprocity in the classroom. Teachers often self-report themselves as more positive than naturalistic observations have borne out (Nicholas, Olympia & Jenson, 2001).…”

Section: The Passage Of Public Law 107-110 Of2002 (The Nomentioning

confidence: 99%

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

Lee¹

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“…Despite decades of research demonstrating powerful effects, teachers continue to use positive feedback at very low rates, which has been a persistent problem (e.g., Scott, Alter, & Hirn, 2011;White, 1975). For example, in a review of studies of teacher feedback from 1970 -2000, Beaman and Wheldall (2000) found teachers engaged in relatively low rates of positive feedback, much more often responding to inappropriate student behavior with negative feedback.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Despite the effectiveness of positive feedback and longstanding researcher recommendations that it be used frequently, direct observation studies of classrooms have demonstrated that positive feedback has continued for decades to naturally occur at very low rates (e.g., Beaman & Wheldall, 2000;Scott et al, 2011;White, 1975). Thus, the key issue has transitioned from identifying positive feedback as an effective practice to establishing effective interventions to change teacher behavior.…”

Section: Feedback Interventionsmentioning

confidence: 99%

The effects of real-time visual performance feedback on teacher feedback.

Sweigart¹

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who are special gifts in my life.iv ACKNOWLEDGMENTS Completing this dissertation is the fulfillment of a long-time personal dream and a goal I was not sure I would have the opportunity to accomplish. Many people offered support and played important roles in my life before and during-and hopefully afterthis process. Thank you to my family, friends, colleagues, and mentors from past and present who have given me so much to help me get here and to shape me not just into a better doctoral student but a better person.First thanks go to my wife, Gina, who made many sacrifices to go down this path with me. You make my life shine with meaning, and through you in so many ways God has made me a better person, husband, father than I believed possible. Thank you for sharing life with me and for being family, someone to whom and through whom I will always belong. Thank you for raising Noah and Alvin together with me. And I'm so thankful for Noah, how you give me reasons to laugh and smile and to work harder and better and more efficiently; in so many ways, having you during this time made life-and even my dissertation-better and more meaningful.I would also like to thank our family for all of their support. Thank you to my parents for instilling in me a love of reading and learning and for encouraging me to pursue my doctorate despite the risks and challenges. And thank you to Glenda for being such a loving grandmother and mom and for pouring into our lives; even now as I finish writing, you are helping Gina care for Noah, loving them both and me so well.v Thank you to Terry Scott and Amy Lingo for taking me on board and investing in me. You have taught me so much about education, research, academia, and even life outside the ivory towers. Thank you also to Patrick Pössel for participating on my dissertation committee and for being so encouraging and supportive in our meetings together; I especially enjoyed brainstorming studies using biofeedback devices with you.And Rob Pennington, thank you so much for spending so much time encouraging, mentoring, and teaching me and for shaping me up to be a stronger researcher-you have been one of my strongest guides throughout this whole process. Finally, I do not have sufficient words of gratitude for this, but I will try. Tim and Kim Landrum, you both have given so, so much kindness, support, wisdom, and friendship to me and my family. You've just embraced us, and you're family. I don't even know how to describe it, but I think you understand. I've had to blink back a few tears just now, as a matter of fact, as I think about the gift that you have been to us. Researchers have identified a number of instructional strategies as evidence-based for improving the academic and behavioral outcomes of students. However, teachers often do not employ these practices or rarely implement them at recommended rates, perpetuating a research-to-practice gap. Further, research has demonstrated that traditional professional development is often insufficient to change teacher practice; therefore, resear...

show abstract

An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders

Cited by 83 publications

References 35 publications

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

The effects of real-time visual performance feedback on teacher feedback.

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