TY - JOUR
T1 - Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders
AU - Sutherland, Kevin S.
AU - Lewis-Palmer, Teri
AU - Stichter, Janine
AU - Morgan, Paul L.
PY - 2008/12/1
Y1 - 2008/12/1
N2 - Many students with emotional or behavioral disorders (EBD) display both learning and behavioral problems that make it difficult for teachers to provide effective instruction. In turn, a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes. In this article, the authors argue that the interaction between the learning and behavior problems of students with EBD is complex and likely characterized by multiple influences, including classroom contextual factors. The authors detail (a) ways that teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with EBD and (b) assessment procedures helpful for measuring classroom contextual variables. Implications for future research are discussed, including using data gleaned from applied research to inform future randomized clinical trials examining classroom-based interventions for students with EBD.
AB - Many students with emotional or behavioral disorders (EBD) display both learning and behavioral problems that make it difficult for teachers to provide effective instruction. In turn, a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes. In this article, the authors argue that the interaction between the learning and behavior problems of students with EBD is complex and likely characterized by multiple influences, including classroom contextual factors. The authors detail (a) ways that teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with EBD and (b) assessment procedures helpful for measuring classroom contextual variables. Implications for future research are discussed, including using data gleaned from applied research to inform future randomized clinical trials examining classroom-based interventions for students with EBD.
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U2 - 10.1177/0022466907310372
DO - 10.1177/0022466907310372
M3 - Article
AN - SCOPUS:39749109992
SN - 0022-4669
VL - 41
SP - 223
EP - 233
JO - Journal of Special Education
JF - Journal of Special Education
IS - 4
ER -