SOCIAL NETWORKS IN MAINSTREAM CLASSROOMS - SOCIAL AFFILIATIONS AND BEHAVIORAL-CHARACTERISTICS OF STUDENTS WITH EBD

This study examines the social networks formed in mainstreamed classro oms that contained students with emotional and behavioral disorders (E BD). The sample consisted of 20 students with EBD and their classmates in 16 third- through sixth-grade classes (N = 406). A group-administe red interview gathered information on classroom social networks and on peer-assessed behavioral characteristics. Teachers completed the Teac her Report Form for students with EBD. Although they were significantl y higher in peer-assessed aggression and disruption and lower in coope ration than general education boys, boys with EBD tended to associate with peers at a level comparable to that of general education boys. Th e peer clusters containing boys with EBD were characterized by high le vels of peer-assessed aggression and disruption and low levels of peer -assessed cooperation, leadership, and academic performance.