Demography of Problem Behavior in Elementary Schools

Autor/inn/en	Algozzine, Kate; Christian, Christina; Marr, Mary Beth; McClanahan, Tina; White, Richard
Titel	Demography of Problem Behavior in Elementary Schools
Quelle	In: Exceptionality, 16 (2008) 2, S.93-104 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Behavior Problems; Inclusive Schools; Student Behavior; Elementary Schools; Discipline; Elementary School Students; Demography; Student Characteristics; High Risk Students; Poverty; Special Needs Students + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Student behaviour; Schülerverhalten; Elementary school; Grundschule; Volksschule; Disziplin; Demografie; Problemschüler; Armut; Sonderpädagogischer Förderbedarf
Abstract	The complex mix of systematic and unsystematic discipline that characterizes most schools creates heightened potential for variation and violation in school and classroom behavior. The challenge of maintaining order intensifies with teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Little is known about the demography (i.e., who, what, where, when, how) of behavior requiring attention from administrators and other professionals in elementary schools. The need for comprehensive and continuous monitoring of what goes on in schools within the context of increasing appropriate behavior and reducing inappropriate behavior is clear. In this research, we investigated the extent of variation in problem behavior at the school and classroom level. We evaluated office referrals, reasons for removing students from the classroom for discipline, and consistency of reasons for office referrals in schools using different recording systems. Rates of referral differed greatly among teachers within schools and a small group of students accounted for most of the documented behavior problems. The results have implications for efforts to improve academic and behavior instruction in elementary classrooms, which we discuss. (Contains 2 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10