Jh. Wehby et al., TEACHING PRACTICES IN CLASSROOMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL-DISORDERS - DISCREPANCIES BETWEEN RECOMMENDATIONS AND OBSERVATIONS, BEHAVIORAL DISORDERS, 24(1), 1998, pp. 51-56
An important issue in the study of classrooms for students with emotio
nal and behavioral disorders (E/BD) concerns understanding teacher beh
avior and the teacher-student interaction patterns as coactive forces
in the development and maintenance of problem behavior. Recent descrip
tive work in the area of teacher-student interactions suggests that te
achers are employing less than optimal teaching practices. This articl
e highlights a number of recommended best teaching practices, selectiv
ely reviews the research literature on teacher interactions in classro
oms for students with E/BD, provides a possible interpretative framewo
rk for the apparent discrepancies, and makes recommendations for futur
e research in this area.