Mainstreaming Young Emotionally Disturbed Children: Rationale and Restraints

1978 ◽  
Vol 3 (3) ◽  
pp. 178-185 ◽  
Author(s):  
Samuel J. Meisels ◽  
Seymour J. Friedland
Keyword(s):  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Teacher Behaviors ◽  
Regular Classroom ◽  
Behaviorally Disordered ◽  
Classroom Structure ◽  
Regular Classrooms ◽  
Therapeutic Needs ◽  
General Conditions ◽  
Emotionally Disturbed Children

Young emotionally disturbed children have only recently been intentionally integrated into regular classrooms. In this paper, reasons are presented concerning why young behaviorally disordered children have not previously been identified or assisted in participating in mainstreamed classrooms. It is argued that in order for these children to profit from the experience of the regular classroom, two general conditions must be met. First, the regular classroom structure, typical teacher behaviors and established patterns of relationships with parents must be modified. Second, the potential of a modified regular classroom to meet all of the therapeutic needs of young disturbed children should be carefully assessed. The addition of a specialized clinical milieu may be a necessary concomitant of mainstreaming for many children with behavioral disorders.

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents

1985 ◽  
Vol 10 (4) ◽  
pp. 268-274 ◽  
Author(s):  
Edward J. Sabornie ◽  
James M. Kauffman
Keyword(s):  
High School Students ◽  
Social Acceptance ◽  
Rating Scale ◽  
Sociometric Status ◽  
Regular Classroom ◽  
School Students ◽  
Behaviorally Disordered ◽  
Regular Classrooms ◽  
School Day ◽  
Acceptance Scale

This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.

Managing emotionally disturbed children in regular classrooms.

1966 ◽  
Vol 57 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Jacob S. Kounin ◽  
Wallace V. Friesen ◽  
A. Evangeline Norton
Keyword(s):  
Emotionally Disturbed ◽  
Regular Classrooms ◽  
Emotionally Disturbed Children

Differences in the Classroom Behaviors of Behaviorally Disordered and Regular Class Children

1986 ◽  
Vol 12 (1) ◽  
pp. 45-53 ◽  
Author(s):  
John R. Slate ◽  
Richard A. Saudargas
Keyword(s):  
Multiple Regression ◽  
Teacher Behaviors ◽  
Fifth Grade ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
Child Behaviors ◽  
Group Approach ◽  
Behaviorally Disordered ◽  
Regular Class ◽  
Discriminant Analyses

The regular classroom behaviors of behaviorally disordered and regular class third, fourth, and fifth grade males were observed. An average of 80 minutes of direct classroom observational data were taken on each child. Multiple regression and discriminant analysis procedures were used to determine which behaviors best differentiated among the behaviorally disordered and regular class children. A multiple regression procedure revealed 10 behaviors that accounted for 81.35% of the variance in group membership (Social Interaction Teacher, Directions, Out-of-seat, Teacher Group Approach Schoolwork, Approvals, Disapprovals, Schoolwork, Raise-hand, Teacher Group Approach Other Activity, Call-out). Separate discriminant analyses were run on the child behaviors, teacher behaviors, and the child and teacher behaviors combined. Only the child behaviors and the child and teacher behaviors combined produced significant results. No teacher behaviors by themselves were obtained which differentiated between the two groups. These findings suggest that behaviorally disordered children's behavior should be examined within the context of the regular classroom. Moreover, the teacher's behaviors in relation to the target child should be assessed.

Teaching Behaviorally Disordered Students to Increase Teacher Attention and Praise in Mainstreamed Classrooms

1983 ◽  
Vol 8 (4) ◽  
pp. 265-273 ◽  
Author(s):  
Daniel Morgan ◽  
K. Richard Young ◽  
Stuart Goldstein
Keyword(s):  
Social Performance ◽  
Teacher Behaviors ◽  
Multiple Baseline ◽  
Regular Classroom ◽  
Multiple Baseline Design ◽  
Behaviorally Disordered ◽  
Baseline Design ◽  
Teacher Attention ◽  
Baseline Levels ◽  
Performance Results

The purpose of this study was to substantiate the findings of previous research regarding the efficacy of training behaviorally disordered students to recruit reinforcement and assistance from teachers. This study extended those findings by investigating the effect of systematically fading external experimenter reinforcement of students for prompting and praising teachers in the regular classroom. Utilizing a multiple baseline design across subjects, three behaviorally disordered students were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. Results indicated that all three subjects were able to modify the amount of teacher help they received in the regular classroom. After experimental interventions were removed, both student and teacher behaviors were maintained over baseline levels.

Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents

1985 ◽  
Vol 10 (3) ◽  
pp. 191-197 ◽  
Author(s):  
Edward J. Sabornie ◽  
James M. Kauffman
Keyword(s):  
High School Students ◽  
Social Acceptance ◽  
Rating Scale ◽  
Sociometric Status ◽  
Regular Classroom ◽  
School Students ◽  
Behaviorally Disordered ◽  
Regular Classrooms ◽  
School Day ◽  
Acceptance Scale

This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.

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