An important issue in the study of classrooms for students with emotional and behavioral disorders (E/BD) concerns understanding teacher behavior and the teacher-student interaction patterns as coactive forces in the development and maintenance of problem behavior. Recent descriptive work in the area of teacher-student interactions suggests that teachers are employing less than optimal teaching practices. This article highlights a number of recommended best teaching practices, selectively reviews the research literature on teacher interactions in classrooms for students with E/BD, provides a possible interpretative framework for the apparent discrepancies, and makes recommendations for future research in this area.
No takes yet. Share an insight, caveat, or question.
Wehby et al. (1998) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: