ERIC Number: ED408783
Record Type: RIE
Publication Date: 1992
Analysis of Aggression of Children with Severe Behavior Disorders in School Environments. Final Report.
Shores, Richard E.
A series of studies involving 19 elementary students with severe emotional disturbance (SED), who were identified as aggressive, and 19 typical students in different types of educational settings, investigated the relationship between school environments and the aggressive behavior of children with SED. The social interactions of the children who were aggressive were examined as well as the settings and events within the school environment that may be associated with aggressive behavior. Results from the study found: (1) the rates of interactions were significantly higher in the segregated settings than in the integrated settings; (2) no significant differences were found among the children with SED in the rates of aggression, disruption, and negative verbal responses in different settings; (3) teachers' rates in delivering reinforcement were extremely low, with the teachers in segregated settings giving more positive consequences than did the teachers in the integrated settings; (4) teachers' responses to students' hand-raising behavior was low and, in several cases, teachers were far more likely to respond to the students' inappropriate behavior than to the students' hand-raising behavior; and (5) when teachers increased praise, the rate of students' disruptive behavior decreased. Appendices composing more than half the report include articles and papers on the specific studies and findings: (1) "Classroom Interactions of Children with Behavior Disorders" (Richard E. Shores and others); (2) "Classroom Management Strategies: Are They Setting Events for Coercion?" (Richard E. Shores and others); (3)"Lag Sequential Analysis as a Tool for Functional Analysis of Student Disruptive Behavior in Classrooms" (Philip L. Gunter and others); "A Case Study of the Effects of Aversive Stimuli in Instructional Interactions on the Disruptive Behaviors of a Child Identified with Severe Behavior Disorders" (Philip L. Gunter and others); and "Teacher/Student Proximity: A Strategy for Classroom Control through Teacher Movement" (Philip L. Gunter and others). Contains 18 references. (CR)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Parsons.