Abstract
An important issue in the study of classrooms for students with emotional and behavioral disorders (E/BD) concerns understanding teacher behavior and the teacher-student interaction patterns as coactive forces in the development and maintenance of problem behavior. Recent descriptive work in the area of teacher-student interactions suggests that teachers are employing less than optimal teaching practices. This article highlights a number of recommended best teaching practices, selectively reviews the research literature on teacher interactions in classrooms for students with E/BD, provides a possible interpretative framework for the apparent discrepancies, and makes recommendations for future research in this area.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 51-56 |
| Number of pages | 6 |
| Journal | Behavioral Disorders |
| Volume | 24 |
| Issue number | 1 |
| DOIs | |
| State | Published - Nov 1998 |