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1.
Labeling bias refers to expectations that others might have for a person given a particular label. This study investigated the effects of labeling bias on prognostic outlook for children as a function of diagnostic labels and professional group membership. School psychologists, regular and special education teachers, and introductory psychology students read a vignette that described an elementary-school-aged boy with behavior problems. The vignette was held constant for all participants, but one of four labels (conduct disordered, socially maladjusted, serious emotionally disturbed, no exceptionality) was varied at the end of the vignette. Respondents then estimated the child's likelihood of future success in interpersonal relationships, the likelihood of further behavioral difficulties, and overall adjustment of the child. There was a significant effect noted for diagnostic label across all professionals on the interpersonal relations variable; the serious emotionally disturbed label resulted in judgments of significantly poorer outlook than any other diagnostic label except socially maladjusted. There were no other significant labeling bias effects for the other dependent measures, but a main effect for diagnostic label on judgment of overall adjustment did approach significance. There were no significant effects noted for professional group membership. Professionals should consider the use of a label other than SED to minimize labeling bias effects on judgment of interpersonal adjustment in children with behavioral difficulties. © 1996 John Wiley & Sons, Inc. 相似文献
2.
D R Ritter 《Exceptional children》1989,55(6):559-564
The study investigated the behavioral ratings of regular classroom and special education teachers and sought to examine the degree to which these educators agreed or disagreed in their perceptions of the problem behavior and adaptive functioning of a group of 31 adolescents who had recently been identified as seriously emotionally disturbed. Results are discussed in relation to the literature on teacher tolerance of problem behavior and the effects of classroom setting upon teacher judgments. 相似文献
3.
《Support for Learning》2004,19(3):125-131
In this article, Maria Poyser looks at the relevance of religious education (RE) to looked‐after young people who have been labelled emotionally and behaviourally disturbed (EBD). She begins by painting an overall picture of the education of looked‐after young people and examines the concept of what being ‘looked after’ means. The article highlights the problem of a disproportionate number of looked‐after young people ending up in special schools catering for EBD children and challenges schools to look at ways of preventing this. It poses the question: are these children emotionally and behaviourally disturbed or in fact the victims of post‐traumatic stress disorder (PSTD)? The writer goes on to examine the fact that trauma does not have to be a life sentence. It has the potential to be one of the most significant forces for psychological, social and spiritual awakening and evolution. 相似文献
4.
Don J. Siegel 《Psychology in the schools》1981,18(3):364-368
Personality and conduct problem behaviors from Quay and Peterson's Behavior Problem Checklist were rated by considering their significance in referring an elementary-grade child for school psychological services. Spearman correlations indicated that regular class teachers, special class teachers of the emotionally disturbed, and school psychologists agreed regarding the relative importance of the behavior problems. A repeated measures analysis of variance revealed that conduct problems were prioritized by the professional groups for referral. This consistent agreement across professional groups is interpreted in terms of ecological psychology. Considering the behavioral demands of the schools, the conduct problem child achieves the poorest behavior-milieu fit and is perceived as a priority for referral. 相似文献
5.
The study investigated the relationship between the attitudes of educators to exceptional children and the amount of contact with such children, knowledge about them, and the demographic variables: sex; age; and teaching experience of the respondents. A Semantic Differential technique was used and ten scales were rated over four concepts: physically handicapped children; emotionally disturbed children; mentally retarded children; speech impaired children. Attitude, represented by factor scores on a ‘social acceptability’ dimension, was correlated with the independent variables and produced low (r<.30) and inconsistent coefficients. An analysis of variance of the means of the ten scales over the four concepts indicated a more negative evaluation of the concept representing emotionally disturbed children than of the other three concepts. The evaluations were made in response to disability labels, and the results point to the need for further empirical research into the effects of labelling children on the attitudes of educators. 相似文献
6.
Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self‐control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child’s need for behavior‐related services. Implications for early intervention are discussed. 相似文献
7.
This investigation examined the effects of deviancy labels on teachers' expectations of child behavior and their ability to evaluate child behavior objectively. One hundred elementary school teachers were randomly assigned to one of four label groups. Each group dealt with one label (emotionally disturbed, learning disabled, mentally retarded, normal), and each group participated in two separate treatment phases. During Phase I teachers identified behaviors they expected to be displayed by hypothetical children characteristic of the label condition. They were asked to complete a referral form for either a hypothetical normal, mentally retarded, learning disabled, or emotionally disturbed child. During Phase II, each group saw the same videotape of a normal fourth grade boy and completed a second referral form based on the behaviors displayed during this presentation. Experimental procedures were identical for the four groups, except each group was told the child was a member of a different category.Results indicated that teachers hold negative expectancies toward children categorized with a deviancy label and maintain expectancies even when confronted with normal behavior, behavior inconsistent with the stated label. Maintenance of this bias is sufficient to cause teachers to misinterpret actual child behavior, resulting in a halo effect. Results further indicated that the label of educable mentally retarded generated a greater degree of negative bias than did the labels learning disabled or emotionally disturbed, although all three deviancy labels produced negative expectancies and halo effects significantly different from those found under control conditions. 相似文献
8.
J D McKinney 《Journal of learning disabilities》1989,22(3):141-50, 165
This paper summarizes a program of research on the behavioral characteristics of children with learning disabilities (LD) compared to average achievers. Longitudinal studies over a 3-year period beginning in the first and second grades showed that children with LD, as a heterogeneous group, displayed a persistent pattern of maladaptive classroom behavior that distinguished them from average achieving peers and that was associated with continued underachievement over time. Subsequently, children with LD in the longitudinal sample were clustered into seven different subtypes that represented attention problems, conduct and classroom management problems, withdrawn-dependent behavior, and normal behavior. Although no differences in achievement were found initially between behavioral subtypes, children in the attention and conduct problem subtypes had poorer academic outcomes 3 years later compared to those in the withdrawn subtype and those who had no significant behavior problems. The collective findings from this research are discussed in terms of the developmental relationship between learning disabilities, attention disorders, and social/emotional problems, and implications are drawn for a greater focus on behavioral interventions in special education and prevention efforts in the early grades. 相似文献
9.
Observational procedures were used to investigate classroom interaction patterns among direct and indirect teachers and emotionally disturbed children who were classified as conduct problems or personality problems. It was expected that initiated and respondent interaction dyads, classified as dominant, non‐direct, and nurturant modes, would be the same (reciprocal), thus creating an interaction “cycle”. The cycle concept was only partially supported; instead, initiated dominance by teachers and conduct problem children was the most influential interaction characteristic affecting the classroom environment. A discussion of teacher managerial/instructional behaviours, the impact of student behaviours, and implications for additional research are included. 相似文献
10.
Sharon R. Morgan 《Psychology in the schools》1992,29(4):301-306
One hundred and seventy-two emotionally disturbed children ages 7 to 12 in self-contained classrooms were nominated by their teachers as potentially highly creativein either verbal or performance creativity. Eighty-three of the 172 were found to be highly creative as assessed by the Torrance Test of Creative Thinking. The discussion focuses on the behavioral differences among groups of highly emotionally disturbed children as revealed through factor analysis. 相似文献
11.
Terry A. Stinnett Kay S. Bull Danel A. Koonce Jennifer O. Aldridge 《Psychology in the schools》1999,36(1):51-59
Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc. 相似文献
12.
Jean Toupin Michle Dry Pierrette Verlaan Jean‐Pascal Lemelin Aurlie Lecocq Jadwiga Jagiellowicz 《Psychology in the schools》2016,53(8):875-890
Students with conduct problems (CPs) may present heterogeneity in terms of behavioral manifestations and service needs. Previous studies using Latent Class Analysis (LCA) to capture this heterogeneity have been conducted mostly with community samples and have often applied a narrow definition of CP. Considering this context, this study investigated CP subgroups among elementary students with CP receiving special education services. LCA was conducted on 10 CP indices for 297 6–9 year old children. Latent CP subgroups were compared with 201 controls without CP. LCA suggests a three‐class solution based on severity of CP and context/informant reports (home/parent, school/teacher). Multinomial logistic regressions indicated that all CP subgroups differed from the control group on social competence and surgency/extraversion temperament scale in the expected direction but varied on specific personal, family, or school correlates. Interventions aimed at reducing CP should consider differences in CP subtype and in correlated risk factors. 相似文献
13.
Harvey F. Clarizio 《Psychology in the schools》1987,24(3):237-243
This paper addresses the issue of whether serious emotional disturbance in children can be distinguished reliably from social maladjustment. Educational authorities at the local, state, and federal levels have expressed concern over the inclusion of socially maladjusted youths in special education programs for the seriously emotionally disturbed. For multidisciplinary teams to enforce the exclusionary clause of PL 94–142, which denies socially maladjusted students services for the seriously emotionally impaired unless it is determined that they are seriously emotionally disturbed, practitioners must be able to distinguish between these two conditions. The literature on taxonomies of childhood psychopathology was reviewed and a set of items based on research and clinical experience was developed to differentiate between these two groups. These items were submitted to eight school psychologists. Eleven items met the criterion of agreement by at least six of the eight psychologists. Implications for school psychologists are discussed. 相似文献
14.
Iheoma U. Iruka Brenda P. Jones Harden Gary Bingham Jan Esteraich Sheridan Green 《Early education and development》2018,29(4):515-539
Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed. 相似文献
15.
The “learning disability” label is a relatively new addition to the field of special education and its effects have begun to be investigated. This study examined the differences produced by two categorical labels on students impressions of the “disturbingness” of behavior and their willingness to work with the labeled child. Aggressive behaviors thought to be exhibited by learning disabled youngsters were rated differently from identical behaviors thought to be exhibited by emotionally disturbed children. Implications of this study suggest that the “LD” label may connote a milder form of disability; and that teacher and professional training institutions should consider the deleterious effects labels may convey with regard to expected behaviors. 相似文献
16.
Abstract The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self‐contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers' academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions. 相似文献
17.
A statewide survey of public and private schools was conducted to determine the prevalence of adoptees among children classified for educational purposes as neurologically impaired (NI), perceptually impaired (PI), or emotionally disturbed (ED). Results indicated that adopted children were overrepresented in these special education populations, accounting for 6.7% of NI students, 5.4% of PI students, and 7.2% of ED students. Implications of the findings for educational and clinical intervention are discussed. 相似文献
18.
The purpose of the study was to establish developmental norms for maternal-rated problem behaviors within a disadvantaged group of preschool children. The sample included 406 children between two and five years of age from lower socioeconomic families. Mothers completed the Behavior Problem Checklist (BPC) reporting the frequency of conduct (acting-out) and personality (inhibition) problems. The analyses investigated differences for males and females among four age groups for frequency of behavior problems. No significant age differences were found for either sex on the acting-out or inhibition dimensions of the BPC. The results revealed that the frequency of behavior problems becomes apparent at an early age and remains consistent throughout the preschool years. The consistency across age levels of these maternal-reported behavioral difficulties suggests that early screening with BPC is a viable procedure. The data are discussed in terms of their utility in assisting the school psychologist to select appropriate intervention strategies for the preschool child. 相似文献
19.
The research reported in this paper represents an attempt to discover the current state of psychological support, at a national level, for emotionally and behaviourally disturbed (EBD) children placed in special schools and units. There is little extant information about the levels of support such children receive. It is assumed these pupils have problems of a ‘psychological nature’ and are placed in special schools by collaboration between School Psychological Services and Special Education Departments. This survey examines this assumption and indicates what psychological resources are made available by local education authorities, child guidance clinics and independent agencies. 相似文献
20.
Previous research has indicated that when tasks are made more meaningful, the performance of the elderly generally improves. A closer look, however, reveals that improvement occurs mostly for educationally disadvantaged elderly, highly educated older adults not benefiting differentially from meaningful material. Consequently, the present study compared performance of high‐ and low‐education adults on traditional and meaningful space and reasoning measures. A total of 246 male and female volunteers were divided into subgroups by age (53‐65 and 70‐78 years) and by education (high and low). Separate analyses of variance for reasoning and space revealed main effects for education and age on both abilities. In addition, main effects for test and sex, and a significant age by test interaction were found for space, with the performance differential between the familiar and traditional tests being much greater for the young‐old group. A trend for an education X age X test X sex interaction was found for reasoning, as expected, with low education, young‐old men doing more poorly on the traditional form. Suggestions for future related research are discussed. 相似文献