Enhancing Social Inclusion of Children with Externalizing Problems through Classroom Seating Arrangements: A Randomized Controlled Trial

Autor/inn/en	van den Berg, Y. H. M.; Stoltz, S.
Titel	Enhancing Social Inclusion of Children with Externalizing Problems through Classroom Seating Arrangements: A Randomized Controlled Trial
Quelle	In: Journal of Emotional and Behavioral Disorders, 26 (2018) 1, S.31-41 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van den Berg, Y. H. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426617740561
Schlagwörter	Social Integration; Behavior Problems; Classroom Techniques; Inclusion; Peer Acceptance; Prosocial Behavior; Elementary School Students; Randomized Controlled Trials; Aggression; Social Status; Futures (of Society); Foreign Countries; Teaching Methods; Pretests Posttests; Comparative Analysis; Control Groups; Experimental Groups; Behavior Change; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Soziale Integration; Klassenführung; Inklusion; Sozialer Status; Future; Society; Zukunft; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Niederlande
Abstract	Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01