Video-Case Instruction for Teachers of Students with Problem Behaviors in General and Special Education Classrooms

2006 ◽  
Vol 21 (2) ◽  
pp. 31-45 ◽  
Author(s):  
Darlene H. Anderson ◽  
Benjamin Lignugaris/Kraft
Keyword(s):  
Special Education ◽  
Problem Behaviors

Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools

2021 ◽  
pp. 003804072110133
Author(s):  
Catherine Kramarczuk Voulgarides ◽  
Alexandra Aylward ◽  
Adai Tefera ◽  
Alfredo J. Artiles ◽  
Sarah L. Alvarado ◽  
...  
Keyword(s):  
Special Education ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Organizational Structures ◽  
School Level ◽  
Social Force ◽  
Idea 2004 ◽  
Race And Racialization ◽  
Education Act

The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

Maltreatment Profiles of Child Welfare–Involved Children in Special Education: Classification and Behavioral Consequences

2019 ◽  
Vol 86 (3) ◽  
pp. 237-254
Author(s):  
Kevin A. Gee
Keyword(s):  
Special Education ◽  
Sexual Abuse ◽  
Child Welfare ◽  
Physical Abuse ◽  
Problem Behaviors ◽  
Latent Class ◽  
Well Being ◽  
Latent Class Analyses ◽  
Internalizing Problem ◽  
Internalizing And Externalizing

In this study, I investigated the maltreatment profiles of child welfare–involved children in special education and examined how those profiles influenced their internalizing and externalizing behaviors. I analyzed data on a sample of 290 children (63% male, 37% female, Mage = 11 years) from the National Survey on Child and Adolescent Well-Being II. When weighted, this sample represented approximately 233,000 children involved in the child welfare system and in special education. Results from latent class analyses revealed four maltreatment classes, listed by predominance: supervisory neglect, physical abuse, other forms of maltreatment, and sexual abuse. Relative to children in the sexual abuse class, children had higher teacher-reported internalizing problem behaviors if their predominate maltreatment class was either supervisory neglect or physical abuse. Understanding maltreatment and its consequences for child welfare–involved children in special education can help better inform ways to promote their educational success.

scholarly journals The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child

2017 ◽  
Vol 6 (4) ◽  
pp. 372 ◽  
Author(s):  
Gul Kahveci ◽  
Aysegul Ataman
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Problem Behaviors ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Home School ◽  
Behavioral Consultation ◽  
Conjoint Behavioral Consultation ◽  
School Teachers ◽  
Validity Indices

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child’s individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.

scholarly journals Behavioral classroom norms in special education: Associations with peer acceptance and rejection

2019 ◽  
pp. 016502541988502
Author(s):  
Fanny de Swart ◽  
Ron H. J. Scholte ◽  
Marc J. M. H. Delsing ◽  
Esther van Efferen ◽  
Heleen van der Stege ◽  
...  
Keyword(s):  
Special Education ◽  
Social Status ◽  
Problem Behaviors ◽  
Externalizing Problems ◽  
Social Skill ◽  
Peer Acceptance ◽  
Behavioral Norms ◽  
Classroom Norms ◽  
The Social

This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing problems, attention–hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within and across school years. Two opposing models were considered, the “person–group similarity model,” suggesting moderation of behavioral norms, and the “social skill model,” suggesting no moderation. The sample included a total of 580 pupils (88% boys, Mage Time1 = 10.82 years, SD = .86) attending 37 classrooms from 13 Dutch schools for special education. Multilevel analyses revealed that the data generally supported a “social skill model,” meaning that higher individual levels of attention–hyperactivity problems and externalizing problems were related to lower acceptance and higher rejection, independent of behavioral norms. Support for behavioral norms as moderators of the link between individual behaviors and social status was limited to pupils with attention–hyperactivity problems being less rejected in classrooms in which this behavior was normative. In sum, these results provide an initial exploration of the role of behavioral norms in special education. Various explanations for the results, including special education characteristics and the value of behavioral norms, are discussed.

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