Teachers' attributions of student behavior are associated with the decisions they make about how to respond to behavior problems and support their students. This exploratory study investigates teachers' attributions of student externalizing behavior, how attributions vary as a function of teacher and school characteristics, and the association of…

The connection between school success and the quality of the student-teacher relationship (STR) is especially salient for students with or at-risk for emotional and behavioral disorders (EBD; Zolkoski, 2019). However, the STR is typically poor for these students (Breeman et al., 2018; Crum et al., 2016) and little work has been done to understand…

The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing…

A survey of 144 educators examined their preference for positive versus negative interventions based on the amount of information provided about students with behavior problems. Although there was an overall preference for positive interventions, having an explanation of misbehavior did lead to the choice of more positive interventions. (Author/CR)

This study sought the opinions of teachers, all members of the American Federation of Teachers, on issues such as student discipline, common academic standards, inclusion, professional development, and school reform. The telephone survey of a sample of 800 teachers from kindergarten through Grade 12 was conducted in Spring, 1995. Findings include…

Special education teachers (n=350) completed the Expanded Teacher Efficacy Scale and the Educational Placement Vignette (which differed regarding the child's socioeconomic status and ethnicity). Results suggest that teacher responses concerning classroom management/discipline and external influences as well as a child's socioeconomic status and…

Twelve author-contributed papers representing a cross-section of resarch, practice, and professional opinion are presented from a conference on severe behavior disorders of children and youth. The keynote paper, "In Search of Excellence in Special Education" by T. Lovitt is followed by these papers: "Autism: Some Commonly Accepted Presumptions"…

A survey of 172 teachers of students with emotional/behavioral disorders found that 71% reported they currently use level systems for behavioral management. Analysis notes similarities and differences between level system users and nonusers, characteristics common to level systems, and inconsistencies in perceptions of effectiveness and…

Typical classroom management procedures designed to reduce inappropriate social behavior may adversely impact social development of students with behavior and/or social emotional disorders. Two alternative procedures where students are encouraged to monitor and report incidental prosocial behaviors are described and research supporting their…

Interviews with and observation of six behaviorally disordered aggressive adolescents revealed that students perceived teachers as helpful when they engaged in specific aspects of teacher-student communication and flexible academic and behavioral program implementation. They perceived teachers' rigidity and use of discipline as unhelpful. Student…

Special education teachers (n=108) were assessed to determine whether standards for acceptable student behavior differed as a function of either placement or instructional level of schooling. Differences were found only at the elementary level, where teachers in less restrictive placements (such as resource rooms) expressed more rigorous…