Practice and Perception: General Educators' Behaviors and Beliefs When Teaching Students With Emotional Behavior Disabilities

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-17 - Special Education Research SIG Roundtable Discussion 3

Abstract

This quantitative study describes the classroom practices of middle school general education teachers working with students with and without Emotional Behavior Disabilities (EBD), and the ways in which the beliefs and experiences of this group of teachers aligns with their observed classroom behaviors. The results of this study show similarities in the opportunities teachers provide for both groups of students to respond during instruction and overall low levels of feedback. Several differences in practice were also identified including lower levels of praise, more negative interactions, and unpredictable feedback for students with EBD. Teacher beliefs about their practices were found to be different from their observed practices. Implications and recommendations will be explored.

Author

• Nina F. Weisling, Cardinal Stritch University