Disturbing Behaviors in the Classroom: a Survey of Teacher Attitudes

Abstract

A number of studies have established that behavior is a potent determinant of teacher expectations. Clarification of specific behaviors that influence teacher attitudes becomes increasingly important as special educators attempt to reintegrate emotionally disturbed students into regular classrooms. The current study is a survey of regular classroom teachers' attitudes toward 7 clusters of behavior based on the federal definition of emotional disturbance and typically exhibited by students in the classroom. Subjects, 139 firstthrough sixth-grade teachers, were asked to read a vignette of a hypothetical emotionally disturbed student and then respond to an attitudinal survey, an adaptation of the Learning Handicapped Integration Inventory (Watson & Hewett, 1976).Results indicated that behaviors were differentially disturbing: Teachers responded most negatively toward students characterized as aggressive and least negatively toward students characterized as avoiding their peers. A secondary finding was that regardless of the behavioral vignette they read, teachers responded with more concern for the mainstreamed student, less concern for the other students, and the least concern for themselves. The discussion relates current findings to literature on aggressive classroom behavior. Future research on the factor structure of disturbed behavior is recommended.The literature is replete with studies demonstrating that naturally occurring student characteristics often trigger probabilistic expectations or bias in teachers. While some studies have merely established the existence of bias, a number have shown that classroom interactions are affected by teacher expectancy. The major characteristics shown to have engendered negative teacher attitudes or differential teacher interactions are race (Coates

Teacher ratings of problem behaviors: Which student behaviors “concern” and “disturb” teachers?

“…These are behaviors that are likely to interfere with ongoing instruction. Coleman and Gilliam (1983) also found that teachers were more disturbed by students characterized as aggressive. Perhaps students who exhibit aggressive interactions with peers and teachers create in teachers negative feelings that result in referrals to special education programs.…”

The Reality of Early Childhood

“…Children in Head Start programs face the double bind that confounds most programs that receive federal funds. The use of special education labels engenders negative attitudes by the teachers (Blatt, 1972); however, the label is necessary to meet the mandated 10% and to receive the necessary support services (Coleman & Gilliam, 1983).…”

Negative peer influence in special needs classes – a risk for students with problem behaviour?

“…These classes may be integrated in regular schools or special schools. As externalising behaviour is experienced as more challenging by teachers European Journal of Special Needs Education 433 than internalising behaviour (e.g., Coleman and Gilliam 1983), students with externalising behaviour usually are more quickly excluded from regular classes and thus dominate classrooms for students with emotional and behavioural disorders (e.g., Cassidy, James, and Wiggs 2001;Julius 2001). Hence, when writing in the following about problem behaviour or deviance, reference is made to the behavioural spectrum of the diagnosis of oppositional defiant or conduct disorders (American Psychiatric Association [APA] 2000).…”