Classroom Dynamics and the Development of Serious Emotional Disturbance
| Author (s) |
Lago-Delello, E. |
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| Year of Publication |
1998 |
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| Publication Type |
article |
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| Name of Periodical |
Exceptional Children |
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| Volume |
64 |
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| Issue |
4 |
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| Page Numbers |
479-492 |
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| Editors |
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| Publisher &
Address |
The Council for Exceptional Children
1920 Association Drive
Reston, Virginia 20191-1589
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| Available From |
publisher |
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| URL |
http://www.cec.sped.org/ |
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| Suggested Audience |
- Teachers
- Administrators
- Para-professionals
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| Descriptors |
- Violence and violence prevention
- Multi-method research
- Early childhood
- Administrator roles
- Instruction
- Teacher roles
- Student assessment
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Content Abstract
This study investigated classroom dynamics and young children identified as at-risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher’s expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at-risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. The following significant findings emerged from this study: (a) at-risk students were generally rejected by their teachers while their not-at-risk students were not; (b) teachers perceived at-risk students as having significantly less ideal pupil attributes than their not-at-risk peers; (c) at-risk students spent significantly less time academically engaged than their not-at-risk peers; (d) teachers made limited accommodations for at-risk students; indicated resistance to changes in tasks, materials, and teaching methods to meet the individual needs of at-risk students and list alternative placement as needed modification for these students; and (e) at-risk students received significantly more negative or neutral, and nonacademic teacher feedback statements than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, and cooperative learning and peer tutor programs. (abstract and excerpts taken from article)
Methodological Notes
Additional Comments
Reviews and Commentary by the Field
