Behavioral Aspects of Educational Difficulties

Chazan, Maurice

doi:10.1007/978-1-4684-4910-5_10

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…Both types of reading disability were associated with teacher reports of behaviour problems from the time of school entry, and these problems related to hyperactive and aggressive behaviours rather than anxious or sad behaviours. This finding confirms the results of Chazan (1985), McMichael (1979), and Stott (1981) that poor adjustment is already associated with poor "pre-reading" and reading skills at the beginning of schooling. It should be noted, however, that both Jorm et al (1986) and Richman et al (1982) found no overall association between specific reading retardation and problem behaviour, and conflicting associations between general reading backwardness and behaviour problems.…”

Section: Discussionsupporting

confidence: 93%

“…Several writers (Chazan, 1985;McMichael, 1979;Sturge, 1982) have pointed out that the best method of establishing "which comes first" is the use ofthe longitudinal approach. Unfortunately, few such studies are available and the results are somewhat contradictory.…”

Section: Introductionmentioning

confidence: 99%

“…Stott interpreted this result as implying that early experience of school failure did not itself produce maladjustment. Chazan (1985) has also reported that "poor adjustment" at school entry was already associated with poorer infant-school-related skills such as writing and drawing, and was predictive of later reading failure and poor school progress. Both the Stott (1981) and Chazan (1983) studies, however, did not distinguish between a specific and a general reading retardation.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

McGee

Williams

et al. 1986

Child Psychology Psychiatry

157

108

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Parent and teacher reports of behaviour problems were obtained at ages 5, 7, 9 and 11 years for three groups of boys: specific reading retarded (N = 18), general reading backward (N = 22), and those with no severe reading disability (N = 436). At school entry, both groups of reading disabled boys were reported as having more behaviour problems, and the level of problems increased during their early school years. The results suggest that behaviour problems pre-date reading disability, while reading failure further exacerbates the existing problem behaviour.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

McGee

Williams

et al. 1986

Child Psychology Psychiatry

157

108

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“…Έχει υποστηριχθεί ότι οι συναισθηματικές διαταραχές και τα προβλήματα συμπεριφοράς συνυφαίνονται με μαθησιακές δυσκολίες ειδικά στην ανάγνωση (Chazan, 1985). Είναι δύσκολο να αποδειχθεί εάν οι μαθησιακές δυσκολίες είναι το αποτέλεσμα, ή αιτία των συναισθηματικών διαταραχών και των προβλημάτων συμπεριφοράς, ή εάν και τα δύο, δηλαδή η αποτυχία στη μάθηση και η ελλιπής προσαρμογή, σχετίζονται με έναν τρίτο παράγοντα, μια κοινή αιτία, όπως, για παράδειγμα, η κοινωνική μειονεξία.…”

Section: σχολικοί παράγοντεςunclassified

Αντιλήψεις Εκπαιδευτικών Της Δευτεροβάθμιας Εκπαίδευσης Για Τη Σχολική Ενσωμάτωση Εφήβων Με Διαταραχές Στο Συναίσθημα Και Στη Συμπεριφορά

Κατσένου¹

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This research study investigates the perceptions of secondary school Greek teachers towards the "integration" policy of pupils with emotional and behavioural difficulties (EBD). Therefore the sample was secondary school teachers from the district of Ioannina (N=350) who completed a questionnaire of five self-reports scales.The purpose was to measure the perceptions of secondary school teachers in connection with the possible equal opportunities recognized in such teenagers with regard to their access to knowledge (Equal Opportunities Scale), their opinions about the causes of relative psychomental problems (Causes of EBD Scale) on the same teenagers, their thoughts about the best possible approaches that those children could enjoy (Coping Strategies Scale), as well as their opinions about the best strategies adopted on the same direction (Effective Approaches Scale). The aim of the research was to record the perceptions in connection with the uncertain condition of any possible confusion of the content of the teenagers' emotional and behavioural difficulties with the real nature of adolescence. Considering that such a confusion has been empirically noticed, the record would help future actions of the teachers' effective self-management during their interaction with this sensitive group of teenagers.According to those searching matters the corresponding investigating hypotheses of the research have been formed. The applied mathematical methods have included the one way analysis of variance (One Way Anova), the Chi-Square Test and the analysis of the ttests.The first one was adapted to extent the relation between the παραμέτρων μελέτης and the variations of sex, age, years of service and the teachers' specialty. The second one to examine the degree to which the sample considers that the cooperation between the teacher and the supporting services is available. The t-test for Paired Samples was used in order to examine important factors of possible provocation of emotional disorders and behavioural problems in adolescents.The results of the research have been satisfactory, verifying the corresponding investigating suppositions in a big part. As expected, the youngest teachers are more positive than the oldest colleagues towards the integration of the further up students and they also acknowledge the possibility of the latter for equal opportunities. It has also been realized that the teachers tend to really trust themselves in dealing with difficult children, without claiming their authority. So it has been confirmed that they would always rely on other specialists such as educational psychologists and social workers and therefore they would feel safer to better cope with students facing emotional and behavioural difficulties.There were also found important differences between men and women, as far as the causes of the disorders are concerned. It has been realized that women are more "ready" to attribute the causes of emotional and behavioural difficulties to the teacher factor rather than to other factors, such as t...

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Motivation towards learning and behaviour deviance in eight to eleven year old children attending an urban primary school

O'Regan

Fitzgerald

Kinsella³

1991

Ir. j. psychol. med.

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Motivation towards learning was assessed in a class of 3rd, 4th and 5th standard, using a self report scale. Results for children identified as behaviourally deviant were compared with those of their non-disturbed peers. The findings show no significant difference on motivational scores between both groups; behaviourally deviant children differing from their non-disturbed peers only on an informational subscale of judgment.

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Behavioral Aspects of Educational Difficulties

Cited by 3 publications

References 19 publications

The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

The Relationship Between Specific Reading Retardation, General Reading Backwardness and Behavioural Problems in a Large Sample of Dunedin Boys: A Longitudinal Study From Five to Eleven Years

Αντιλήψεις Εκπαιδευτικών Της Δευτεροβάθμιας Εκπαίδευσης Για Τη Σχολική Ενσωμάτωση Εφήβων Με Διαταραχές Στο Συναίσθημα Και Στη Συμπεριφορά

Motivation towards learning and behaviour deviance in eight to eleven year old children attending an urban primary school

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