Analyzing the classroom social behavior of students with EBD

Research using new direct observation procedures to analyze classroom socia l behavior of children with emotional and behavior disorders (EBD) is revie wed. These observation systems are complex but allow a sequential analysis of social interaction sequences that should prove helpful in understanding the social behavior of children with EBD. The research supports at least on e major conclusion-that teachers seldom provide praise or other forms of po tential social reinforcement It also suggests that teachers may engage in b ehavior to escape or avoid social contact with many of these difficult-to-t each children. Issues regarding reliability of the procedures are discussed , and the authors also suggest some directions for future research.