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Classroom Interactions of Children with Behavior Disorders

Richard E. Shores is senior scientist at the Kansas University Affiliated Program at Parsons. He received the EdD in special education from the University of Kansas.

Susan L. Jack

Susan L. Jack is a research scientist at the Kansas University Affiliated Program at Parsons. She received the MEd in special education from Peabody College, Vanderbilt University.

Philip L. Gunter

Philip L. Gunter is assistant scientist at the Kansas University Affiliated Program at Parsons. He received the PhD in special education from Vanderbilt University.

David N. Ellis

David N. Ellis is assistant professor at the University of South Alabama. He received the PhD in education and human development from Vanderbilt University.

Terry J. DeBriere

Terry J. DeBriere is QMRP-SST at Parsons State Hospital and Training Center. He received the MS in psychology from Pittsburgh State University.

Joseph H. Wehby

Joseph H. Wehby is research assistant professor of special education at Vanderbilt University. He received his PhD in special education at Vanderbilt University. Address: Richard E. Shores, Kansas University Affiliated Program at Parsons, 2601 Gabriel, Parsons, KS 67357.

The purpose of this study was to identify significant social stimuli that were associated with prosocial and inappropriate behavior of children classified as severe behavior disordered (SBD). Two children from each of 19 classrooms–10 from integrated and 9 from segregated special classrooms (for children with SBD)–were observed. One student in each classroom was defined as aggressive and one student was defined as nonaggressive. The selection yielded four groups: integrated nonaggressive without SBD (n = 10), integrated aggressive and SBD (n = 10), segregated aggressive and SBD (n = 9), and segregated nonaggressive and SBD (n = 9). An exhaustive behavioral coding system was used to record sequentially the social responses between target students and their teachers and peers. The data from each group were pooled for analysis. Lag sequential analysis was used to identify the significant antecedent and subsequent social responses of each code for each group. The results indicated that most of the teacher/child interactions were composed of teacher mands followed by student compliance, with teacher positive consequences for prosocial behavior rarely occurring. All significant antecedent and subsequent social stimuli of students' aversive behaviors were identified. Results are discussed in relation to the reciprocal–coercive interaction hypothesis (Patterson & Reid, 1970), with implications for additional research.

Journal of Emotional and Behavioral Disorders, Vol. 1, No. 1, 27-39 (1993)
DOI: 10.1177/106342669300100106


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