Analyzing the Classroom Social Behavior of Students with EBD

Research using new direct observation procedures to analyze classroom social behavior of children with emotional and behavior disorders (EBD) is reviewed.These observation systems are complex but allow a sequential analysis of social interaction sequences that should prove helpful in understanding t...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 1999, Vol.7 (4), p.194-199
Main Authors: Shores, Richard E., Wehby, Joseph H.
Format: Article
Language:English
Subjects:
Aggression
Behavior Disorders
Behavior Problems
Children
Classroom Communication
Classroom Environment
Classroom observation
Classroom Observation Techniques
Classroom Techniques
Coding
Data Analysis
Data Collection
Elementary Secondary Education
Emotional Disturbances
Emotional-Behavioural problems
Feedback (Response)
Followup Studies
Individual Instruction
Interpersonal Relationship
Laptop Computers
Observation
Physical Environment
Positive Reinforcement
Praise
Social Behavior
Social Integration
Social Reinforcement
Socialization
Student Behavior
Students with Disabilities
Teacher Behavior
Teacher Student Relationship
USA
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Summary:Research using new direct observation procedures to analyze classroom social behavior of children with emotional and behavior disorders (EBD) is reviewed.These observation systems are complex but allow a sequential analysis of social interaction sequences that should prove helpful in understanding the social behavior of children with EBD. The research supports at least one major conclusion—that teachers seldom provide praise or other forms of potential social reinforcement. It also suggests that teachers may engage in behavior to escape or avoid social contact with many of these difficult-to-teach children. Issues regarding reliability of the procedures are discussed, and the authors also suggest some directions for future research.
ISSN:1063-4266
1538-4799
DOI:10.1177/106342669900700401