ERIC Number: ED442250
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Investigation of the Reciprocal Sequence of Interaction Behaviors of Teachers and Students around Disruptive Behaviors.
Nelson, J. Ron
This report summarizes the procedures and results from a 3-year research project that investigated the reciprocal sequence of interaction behaviors between teachers and students around disruptive behaviors in general education classrooms. The study was conducted in six elementary and two middle schools serving relatively large numbers of students who exhibited disruptive classroom behaviors. Two groups of students (grades 1-8) served as participants in the present study: target and criterion students. The 99 target students exhibited high rates of disruptive behaviors and/or severe forms of such behaviors whereas the 278 criterion students did not exhibit externalizing behaviors. The study was primarily descriptive in nature and focused on naturally occurring events in general education classrooms. Results of the study indicate that the probability of target students complying with teachers' attempts to correct their disruptive behavior was relatively low; teachers were more likely to respond to the disruptive behaviors of target students with a reprimand than in the case of criterion students; target students primarily responded negatively to teachers' attempts to correct their behaviors; and students were more likely to exhibit lower rates of disruptive behaviors when teachers were using direct instruction or effective instruction methods. (Contains 22 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Arizona State Univ., Tempe.