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The Teachers' Role in Behavioral Problems of Pupils with EBD in Special Education: Teacher-Child Relationships versus Structure

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Bibliographic Details
Title: The Teachers' Role in Behavioral Problems of Pupils with EBD in Special Education: Teacher-Child Relationships versus Structure
Language: English
Authors: de Swart, Fanny (ORCID 0000-0003-0819-8771), Burk, William J., van Efferen, Esther, van der Stege, Heleen, Scholte, Ron H. J.
Source: Journal of Emotional and Behavioral Disorders. 2023 31(4):260-271.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Teacher Role, Special Education Teachers, Teacher Student Relationship, Behavior Disorders, Emotional Disturbances, Foreign Countries, Elementary School Students, Classroom Environment, Conflict, Grade 4, Grade 5, Grade 6, Elementary School Teachers
Geographic Terms: Netherlands
DOI: 10.1177/10634266221119169
ISSN: 1063-4266
1538-4799
Abstract: This longitudinal study examined bidirectional associations between special education pupils' teacher-child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral problems moderated the prospective associations. Participants were 586 pupils (86% boys) in Grades 4 to 6 (M[subscript age time 1] = 10.82 years, SD = 0.86) from 13 special education schools in the Netherlands and their teachers. Findings indicated that primarily teacher-child conflict was related to increased externalizing problems. More classroom structure was related to decreased attention-hyperactivity problems, but higher teacher-child relationship quality was linked to increases in attention-hyperactivity problems. Moreover, both types of problems were related to increases in conflict. Severity of behavior problems did not moderate these associations. Although findings were not consistent in both school years, they suggested that particularly reducing conflict and instilling more classroom structure were the most effective strategies in reducing behavioral problems. Furthermore, disrupting negative transactional associations between conflict and externalizing behavior is important to reduce externalizing behavior.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1401643
Database: ERIC
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Abstract:This longitudinal study examined bidirectional associations between special education pupils' teacher-child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral problems moderated the prospective associations. Participants were 586 pupils (86% boys) in Grades 4 to 6 (M[subscript age time 1] = 10.82 years, SD = 0.86) from 13 special education schools in the Netherlands and their teachers. Findings indicated that primarily teacher-child conflict was related to increased externalizing problems. More classroom structure was related to decreased attention-hyperactivity problems, but higher teacher-child relationship quality was linked to increases in attention-hyperactivity problems. Moreover, both types of problems were related to increases in conflict. Severity of behavior problems did not moderate these associations. Although findings were not consistent in both school years, they suggested that particularly reducing conflict and instilling more classroom structure were the most effective strategies in reducing behavioral problems. Furthermore, disrupting negative transactional associations between conflict and externalizing behavior is important to reduce externalizing behavior.
ISSN:1063-4266
1538-4799
DOI:10.1177/10634266221119169