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Social Networks in Mainstream Classrooms

Social Affiliations and Behavioral Characteristics of Students with EBD

Thomas W. Farmer is an assistant professor in the College of Education, The University of Illinois at Chicago. He received a PhD in special education from the University of North Carolina at Chapel Hill. His research interests include the social development of children with exceptionalities and classroom social environments as agents of change in social behavior.

Julie H. Hollowell

Julie Hollowell is a BEH case manager for Wake County Public Schools. She is presently completing her masters of social work at the University of North Carolina at Chapel Hill. Her current professional interests include providing mental health treatment to adolescent and adult sexual offenders. Address: Julie H. Hollowell, 1201 Meadow Hill Place, Raleigh, NC 27609.

This study examines the social networks formed in mainstreamed classrooms that contained students with emotional and behavioral disorders (EBD). The sample consisted of 20 students with EBD and their classmates in 16 third- through sixth-grade classes (N = 406). A group-administered interview gathered information on classroom social networks and on peer-assessed behavioral characteristics. Teachers completed the Teacher Report Form for students with EBD. Although they were significantly higher in peer-assessed aggression and disruption and lower in cooperation than general education boys, boys with EBD tended to associate with peers at a level comparable to that of general education boys. The peer clusters containing boys with EBD were characterized by high levels of peer-assessed aggression and disruption and low levels of peer-assessed cooperation, leadership, and academic performance.

Journal of Emotional and Behavioral Disorders, Vol. 2, No. 3, 143-155 (1994)
DOI: 10.1177/106342669400200302


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