Teacher and Student Ratings of the Disturbingness of Common Problem Behaviors

Abstract

Responses by 43 teachers and 200 junior high school students to the 55 common problem behaviors listed on the Disturbing Behavior Checklist I are compared. Rank orderings of the two groups' ratings of the disturbingness of behaviors show moderate agreement. Both teachers and students rated several of the same acting-out, aggressive behaviors as the most disturbing to them, although overall teachers rated the behaviors as more disturbing than did students. Behaviors for which there exist the widest discrepancies in rankings are noted. Implications of the pattern of teacher and student ratings are discussed.

Peers' Perceptions of Emotional and Behavioral Disorders

“…The implications of these findings are that girls' lower tolerance of aggression and greater willingness to interact may result in both greater sensitivity to deviance and a willingness to assist others to develop appropriate social skills. Also analyzing disturbingness ratings, Mullen and Wood (1986) found that students were most bothered by social defiance, but were less disturbed by all behaviors than were teachers. Students nonetheless disapproved of the same behaviors that teachers did.…”

“…In addition, youngsters are more accepting as they mature into middle childhood, generally agree with teachers on which behaviors are unacceptable, cite external causes for problem behaviors, and report frequent bullying by peers and poor handling by school personnel (Guttmann, 1982;Hazier et a l , 1991;Mullen & Wood, 1986; J. S. Safran & S. P. Safran, 1985;S. P. Safran et al, 1994;Vidoni et al, 1983).…”

“…Related research on classroom behavior also demonstrates that students at all levels rate disruptive, externalizing behaviors as most disturbing and troublesome (Mullen & Wood, 1986; S. P. Safran et al, 1994;Vidoni et al, 1983;Wilson, 1987). As primary-age youth mature, they develop greater tolerance, with beliefs reflecting a more sociocentric, peer group orientation (J. S. Safran & S. P. Safran, 1985; S. P. Safran et al, 1994).…”

“…First, children's beliefs frequently influence interaction patterns; for example, interactions with perceived "aggressive" students are likely to be more negative (Mullen & Wood, 1986). Related sociometric research has repeatedly demonstrated that aggressive and disruptive students are rejected and experience poor peer relationships, making them more vulnerable to numerous negative life outcomes (e.g., Ollendick, Weist, Borden, & Greene, 1992;Parker & Asher, 1987;Pope, Bierman, & Mumma, 1991).…”

“…As Dodge, Murphy, and Buchsbaum (1984) acknowledged, "children are able to make sophisticated moral judgment decisions about hostile acts at an earHer age than they can about prosocial acts" (p. 170). Several researchers have concluded that early peer recognition of aggression, driven by the expectation of potential interpersonal difficulties, will likely increase negative social interactions, often reinforcing and maintaining these behaviors through adulthood (Cowen et al, 1973;Mullen & Wood, 1986). This early ability by peers to identify aggressive youngsters, along with their concern with being victimized (Coie & Pennington, 1976;Peevers & Secord, 1973) has critical implications for the inclusion of students with EBD.…”