An Analysis of the Status and Stability of the Behaviorsof Students with Emotional and Behavioral Difficulties

摘要

Students with emotional and behavioral problems are placed in a varietyof classroom settings, presumably where their needs can be best served. Littleattention, however, has been dedicated to monitoring their behavioral progress inthese settings. This study analyzed data on student engagement, disruption, anddestruction during 10 types of instructional activities. Data were collected at twotimes across one academic year in Pennsylvania and California in 90 classrooms,ranging from grades 1 to 12. Tests of mean comparisons (i.e., independent samplesand paired t-tests) and the association between variables (i.e., bivariate correlationanalysis) were conducted to address a number of concerns regarding the status andstability of classrooms for students with EBD. Independent paired sample t-testsshowed a lack of significant improvement in behaviors across time, and the cor-relational data reflect a significant relationship between student engagement andclassroom activity. Findings are discussed in light of limitations and directions forfuture research. In addition, practical implications are noted.