Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders

Kevin S. Sutherland, Teri Lewis-Palmer, Janine Stichter, Paul L. Morgan

Research output: Contribution to journalArticle

111 Scopus citations

Abstract

Many students with emotional or behavioral disorders (EBD) display both learning and behavioral problems that make it difficult for teachers to provide effective instruction. In turn, a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes. In this article, the authors argue that the interaction between the learning and behavior problems of students with EBD is complex and likely characterized by multiple influences, including classroom contextual factors. The authors detail (a) ways that teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with EBD and (b) assessment procedures helpful for measuring classroom contextual variables. Implications for future research are discussed, including using data gleaned from applied research to inform future randomized clinical trials examining classroom-based interventions for students with EBD.

Original languageEnglish (US)
Pages (from-to)223-233
Number of pages11
JournalJournal of Special Education
Volume41
Issue number4
DOIs
StatePublished - Dec 1 2008

All Science Journal Classification (ASJC) codes

  • Education
  • Rehabilitation

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