Outcomes for students with behavioral difficulties: Responses to external- vs. self-management classroom practices
Abstract
The purpose of the present study was to examine teacher practices associated with positive behavior of students with behavioral difficulties in the regular classroom at the middle school level. Research on teacher variables associated with the behavior of students with behavioral difficulties in the regular classroom has been neglected. This study looked at the behavior of these children from an ecological framework, which included the child, the teacher and the greater school culture. From a developmental perspective, literature indicates that students with behavioral difficulties require the opportunity to predict and control their environment. In addition, teachers' perceived sense of control with these students can influence student behavioral outcomes. In the present study, direct observational data was collected on matched pairs of middle school students with and without behavioral difficulties and each regular classroom teacher to examine the relation of teacher control versus student-centered classroom management practices on student behavior. Overall, teachers' use of cooperative practices, positive practices and directives were associated with positive student academic behavior. For practices indicative of low perceived teacher control, negative teacher behavior correlated significantly with negative student behavior. Teacher behavior had a more pronounced effect on students with behavioral difficulties than on students with average behavior. In specific learning contexts, coaching and positive practices were associated with positive student academic behavior during independent seatwork learning contexts, while information-explicit practices (coaching and directives), support (positive behavior) and choice practices were associated with positive student academic behavior during student-led learning contexts. School factors were also examined as predictors of teacher selected classroom practices indicative of student positive and negative behavior. Results supported the conceptual framework provided for this study. Implications for practitioners and directions for future research are discussed.
Degree
Ph.D.
Advisors
Zentall, Purdue University.
Subject Area
Special education|Curricula|Teaching|Secondary education
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