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Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility
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Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D. – Journal of Classroom Interaction, 2017
Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…
Descriptors: Behavior Problems, Antisocial Behavior, Student Behavior, Adolescents
Teachers' Perceptions of Teasing in Schools
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Smith, Heather; Varjas, Kris; Meyers, Joel; Marshall, Megan L.; Ruffner, Cristina; Graybill, Emily C. – Journal of School Violence, 2010
Teasing is a prevalent behavior in schools that can result in both positive and negative outcomes for students. This article presents an exploratory investigation into teachers' perceptions of teasing in schools, an underrepresented perspective in the literature. Semistructured interviews with 28 teachers of grades 4-8 revealed complex…
Descriptors: Teacher Behavior, Antisocial Behavior, Student Behavior, Bullying
The Relationship between Levels of Perceived Respect and Bullying in 5th through 12th Graders
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Langdon, Susan W.; Preble, William – Adolescence (San Diego): an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life, 2008
There are several avenues of inquiry that seek to understand and ameliorate the problem of bullying in schools, including the strategy of fostering respect. To date, however, there is little empirical literature testing the presumed relationship between respect and bullying. This study examined this relationship with surveys (N = 3,147) and…
Descriptors: Bullying, Peer Relationship, Aggression, Antisocial Behavior
Bullying Among the Gifted: The Subjective Experience
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Peterson, Jean Sunde; Ray, Karen E. – Gifted Child Quarterly, 2006
One portion of a national study of bullying, which surveyed gifted 8th graders regarding bullying during their school years (N = 432), used structured interviews (N = 57) to explore the lived experience of being bullied or being a bully. Qualitative analysis of interview data found that even just one incident was highly distressing for some. Also…
Descriptors: Bullying, Academically Gifted, Surveys, Grade 8
Popularity in Early Adolescence: Prosocial and Antisocial Subtypes
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de Bruyn, Eddy H.; Cillessen, Antonius H. N. – Journal of Adolescent Research, 2006
The present study was designed to examine early adolescents' stereotypical descriptions of two types of youth who are seen as popular by their peers. Participants were 13- to 14-year-old early adolescents (N = 287). The results indicated that early adolescents distinguished two types of popular peers: a "populistic" (popular but not…
Descriptors: Peer Acceptance, Early Adolescents, Prosocial Behavior, Antisocial Behavior
Family Functioning and School Success in At-Risk, Inner-City Adolescents
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Annunziata, Diane; Hogue, Aaron; Faw, Leyla; Liddle, Howard A. – Journal of Youth and Adolescence, 2006
The relation between family functioning and school success was examined in 211 at risk, African American, inner city adolescents attending middle school (grades 6-8). Interviews with adolescents and caregivers yielded data on family cohesion, parental monitoring, and school engagement; school records provided data on grade point average. Results…
Descriptors: Academic Achievement, Adolescents, Urban Areas, High Risk Students