An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions

Jack, Susan L.; Shores, Richard E.; Denny, R. Kenton; Gunter, Philip L.; DeBriere, Terry J.; DePaepe, Paris

doi:10.1007/bf02110478

Cited by 60 publications

(42 citation statements)

References 14 publications

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“…Teachers may perceive that they might make a significant and meaningful difference in the educational outcomes of students with hidden or mild disabilities if they were to devote an inordinate amount of instructional focus and time to these students-as they likely feel regarding low-achieving nondisabled students. Conversely, it is speculated that teachers' concern toward included students with more severe and obvious disabilities, who teachers frequently nominated as not being prepared to discuss at a teacher-parent conference in the indifference category, is more akin to the parental nurturing that peers have been found to express toward their included classmates with severe disabilities (Evans et al, 1992;Evans, Salisbury, Palombaro, & Goldberg, 1994;Grenot-Scheyer, 1994;Hall, 1994 Jack, Shores, Denny, Gunter, DeBriere, & DePaepe, 1996;Kauffman & Wong, 1991).…”

Section: Explanation and Interpretation Of Findingsmentioning

confidence: 95%

A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities

2001

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This investigation examined whether teachers' attitudes toward their included students with disabilities differed as a function of the disability's severity. Seventy inclusive classroom teachers nominated three students to prompts corresponding with the attitudes of attachment, concern, indifference, and rejection. Chi-square analyses supported predictions, based on a theory of instructional tolerance and a model of differential expectations, that students with severe or obvious disabilities are significantly overrepresented among teachers' nominations in the indifference category, whereas students with mild or hidden disabilities are significantly overrepresented among teachers' nominations in the rejection category. Results were interpreted to indicate that teachers tend to form different attitudes and expectations for their included students with disabilities depending on the severity or obviousness of students' disabilities. It is suggested that both included students with obvious and hidden disabilities are at risk for receiving inappropriate educational interactions—but for different reasons. Distinct recommendations for improving teachers' attitudes toward included students with hidden and obvious disabilities are offered.

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Section: Explanation and Interpretation Of Findingsmentioning

confidence: 95%

A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities

2001

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“…Interestingly, the amount of time spent in negative and positive interactions between teachers and students with behavior problems parallels the research on mother-child interactions. Specifically, teachers spent more than 20% of the time in negative interactions with students with behavior disorders and less than 5% of the time engaged in positive interactions with such students (Jack et al, 1996). Even though teachers have been found to be engaged in four times as many negative to positive interactions with these youth, other research has documented that the occurrence of aggression and noncompliance in children with behavior problems was relatively low and that children typically comply with teacher directives (Gunter & Coutinho, 1997).…”

Section: Classroom Factorsmentioning

confidence: 97%

Externalizing behavior problems in young children: Contributing factors and early intervention

Stormont¹

2002

Psychology in the Schools

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Early intervention should begin as soon as relatively stable problem behavior is detected in young children. Once professionals have identified young children who are at risk for stable externalizing behavior problems, it is important that they use and/or recommend research-based interventions. Therefore, the first purpose of this article is to present research on specific child (e.g., temperament), family (e.g., family adversity), and transactional characteristics that have been documented to contribute to the manifestation of externalizing disorders in young children. School factors that may also support externalizing behavior in young children will also be presented and include negative teacher interactions and limited support for appropriate behavior. The second purpose of this manuscript is to present screening and intervention strategies that school psychologists could may use with young children who have externalizing behavior prior to or as soon as they enter the kindergarten setting. © 2002 Wiley Periodicals, Inc.It is important to identify young children at great risk for future behavior problems in order to initiate systematic and early interventions (Walker, 1998). Earliest possible intervention is important for these children due to their increased risk of maintaining and perhaps developing more severe behavior problems (Webster-Stratton, 1997). Research has documented that parent ratings of preschool children's behavior problems were the strongest predictor of antisocial behavior disorders at a 6-year follow-forward assessment (White, Moffitt, Earls, Robins, & Silva, 1990). Other research has similarly documented that preschool and kindergarten children with externalizing behavior were at risk for having future behavior problems and difficulty with peer relationships (Egeland, Kalkoske, Gottesman, & Erickson, 1990;Vitaro, Tremblay, Gagnon, & Biovin, 1992;Vitaro, Tremblay, Gagnon, & Pelletier, 1994). Furthermore, in a review of the research in this area, Webster-Stratton has concluded that "the primary developmental pathway for serious conduct disorders in adolescence and adulthood appears to be established in the preschool period" (p. 432).To this end it is important that professionals understand the characteristics of young children who are at risk for severe and stable externalizing behavior problems. It is also critical that professionals are aware of methods for screening young children for externalizing problems. In addition, once professionals have identified young children who are at risk for stable externalizing problems, it is important that they use and/or recommend research-based interventions.Therefore, the first purpose of this manuscript is to briefly present research on specific child (e.g., temperament), family (e.g., family adversity), and parent-child interaction characteristics that have been documented to contribute to the manifestation of externalizing disorders in young children. For more thorough reviews of this information, see Kaiser and Hester (1997), WebsterStratton (1997)...

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“…Yet, research suggests that most teachers use far more reprimands and reductive strategies than praise and positive procedures (Gunter, Denny, Jack, Shores, & Nelson, 1993;Gunter, Jack, DePaepe, Reed, & Harrison, 1994;Jack et al, 1996;Shores et al, 1993;Wehby et al, 1998). The effective instruction literature recommends that positive teacher-student interactions outnumber those that are negative by a ratio of at least 3:1 (see Gunter et al, 1998).…”

Section: Description Of the Programmentioning

confidence: 99%

Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders

Kauffman

Bantz²,

McCullough³

2002

Exceptionality

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A current controversy is whether special education is basically sound and needs incremental improvement in practices or needs radical restructuring for inclusion. The rationale for inclusion is summarized. Subsequently, the conceptual orientation underlying a special class for students with emotional or behavioral disorders is articulated, and the implementation of this philosophy in a special class is described. The separate, special class was structured to meet the special needs of students whose behavior made them unwelcome in general education classes. Interviews with school personnel suggested that the class provided an invaluable service that could not be provided in more inclusive arrangements.A current controversy about special education is whether it is best improved through radical restructuring or incremental improvement of its practices (Andrews et al., 2000). The first point of view typically includes the recommendation that children with disabilities be fully included in general education. The second point of view typically includes the reaffirmation of the wisdom of a full continuum of placement options. Both points of view have typically been presented without clear descriptions of actual classroom practices. Our purpose is to contrast the two ideas and then illustrate our own view-that special education is basically a sound idea that needs incremental improvement-by describing one special class for students with emotional and behavioral disorders. SPECIAL EDUCATION IS DEEPLY FLAWED AND NEEDS RADICAL RESTRUCTURINGOne point of view, which we detail in this section, is that special education is defective in concept and structure (for elaboration, see Danforth & Rhodes, 1997; Requests for reprints should be sent to James M. Kauffman, Curry School of Education,

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An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions

Cited by 60 publications

References 14 publications

A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities

A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities

Externalizing behavior problems in young children: Contributing factors and early intervention

Separate and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders

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