| Abstract: | The purpose of this study was to determine whether educators' judgments of problem behaviors are influenced by classroom context (disruptive × nondisruptive) and teacher type (regular × special). After viewing each of five randomly sequenced videotaped behavioral segments presented within a disruptive or nondisruptive classroom setting, teachers rated behavioral severity, tolerance, manageability, and contagion. A two-way multivariate analysis of variance produced significant main effects for both context and teacher type, with ratings more negative for the disruptive class and for regular teachers. Implications for special educational services and ecological research are discussed. |
