Managing emotionally disturbed children in regular classrooms

Attempts to delineate some dimensions of teaching style that affect the behavior of emotionally disturbed children in Grades 1-2 and 3-5 in regular classrooms. Scores for deviancy and work involvement were obtained for both disturbed (E) and nondisturbed (Non children. Some findings are: (1) pupils&...

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Bibliographic Details
Published in:Journal of educational psychology 1966-02, Vol.57 (1), p.1-13
Main Authors: Kounin, Jacob S, Friesen, Wallace V, Norton, A. Evangeline
Format: Article
Language:English
Subjects:
Classrooms
Emotional Disturbances
Human
Special Education
Teaching Methods
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Summary:Attempts to delineate some dimensions of teaching style that affect the behavior of emotionally disturbed children in Grades 1-2 and 3-5 in regular classrooms. Scores for deviancy and work involvement were obtained for both disturbed (E) and nondisturbed (Non children. Some findings are: (1) pupils' scores vary between seatwork and recitation settings in the same classroom; (2) E children manifest less school-appropriate behavior; (3) teachers who are successful in managing the behavior of Non E children are also relatively successful with E children; (4) techniques of handling misbehavior as such do not correlate with children's behavior; (5) teachers' ability to communicate awareness of class behavior, techniques of handling group movement, and programing for variety do correlate with children's behavior.
ISSN:0022-0663
1939-2176
DOI:10.1037/h0022931