Teacher escape, avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders

The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes

“…This example closely resembles the negative reinforcement cycle discussed by Gunter and colleagues (Gunter & Coutinho, 1997;Gunter et al, 1993;Gunter et al, 1994); but an important implication of the transactional model is that not only do teacher behaviors impact students (and vice versa in a reciprocal fashion), but there are often other factors that impact teachers and students at any point in an interaction sequence. Sameroff (1983Sameroff ( , 2000 describes this complex determination of behavior as a product of the transactions between the phenotype (i.e., the child), the environtype (i.e., the environmental context), and the genotype (i.e., the source of biological organization).…”

The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders

“…Researchers have suggested that a relationship exists between the academic difficulties of students with EBD and these students' inappropriate classroom behaviors (Gunter & Coutinho, 1997;Gunter et al, 1994;Sutherland & Wehby, 2001;Wehby, Symons, Canale, & Go, 1998). Furthermore, multiple factors negatively affect the development of students with EBD (Farmer, Farmer, & Gut, 1999), and as a result of these factors, many of these students may enter classroom situations without the ability to satisfactorily participate in the educational process (Quinn, Jannasch-Pennell, & Rutherford, 1995).…”

“…On the other hand, if tasks are too easy, students may become bored, leading to low rates of engagement, high rates of undesirable, attention-seeking behavior, and little-if any-new learning (Gunter, Denny, Jack, Shores, & Nelson, 1993), which in turn contribute to poor academic outcomes for these students. Finally, research has found that teachers' instruction for children exhibiting problem behaviors is more limited and characterized by easier tasks than for children not exhibiting such behaviors (Carr, Taylor, & Robinson, 1991;Wehby et al, 1998). Recently, researchers have advocated the use of effective teaching practices not only to ameliorate the academic difficulties of students with EBD but also to decrease levels of disruptive and aggressive behavior (Deno, 1998;Gunter & Coutinho, 1997;Gunter & Denny, 1998;Gunter et al, 1994;Walker et al, 1995;Wehby et al, 1998). One recommended practice is to verbally praise students for correct academic responses and appropriate social behaviors (Gunter & Cou-tinho ; Gunter & Denny; Kauffman, 2001;Sutherland, 2000;Walker et al, 1995;Wehby et al, 1998).…”

Diagnosis, Achievement , and Social Inequality: The Correlates and Consequences of Children's Mental Health Diagnoses

“…As might be expected, this stress can sometimes influence teachers' attitudes about teaching and perceptions of children's ability (Greene et al 2002;Gunter et al 1994). Teachers often report feeling overwhelmed in their attempts to try and balance the needs of one or two students with special accommodations, and the needs of the rest of the classroom.…”