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

Autor/inn/en	de Swart, Fanny; Burk, William J.; van Efferen, Esther; van der Stege, Heleen; Scholte, Ron H. J.
Titel	The Teachers' Role in Behavioral Problems of Pupils with EBD in Special Education: Teacher-Child Relationships versus Structure
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 4, S.260-271 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Swart, Fanny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221119169
Schlagwörter	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; Netherlands + Suchen Sie Ihr Suchwort? Lehrerrolle; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Gefühlsstörung; Ausland; Klassenklima; Unterrichtsklima; Konflikt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Grundschule; Volksschule; Niederlande
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01