Behavioral Classroom Norms in Special Education: Associations with Peer Acceptance and Rejection

Autor/inn/en	de Swart, Fanny; Scholte, Ron H. J.; Delsing, Marc J. M. H.; van Efferen, Esther; der Stege, Heleen van; Nelen, Wendy; Burk, William J.
Titel	Behavioral Classroom Norms in Special Education: Associations with Peer Acceptance and Rejection
Quelle	In: International Journal of Behavioral Development, 46 (2022) 5, S.382-389 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Swart, Fanny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025419885028
Schlagwörter	Student Behavior; Norms; Special Education; Peer Acceptance; Behavior Problems; Social Status; Foreign Countries; Hierarchical Linear Modeling; Netherlands + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Normwert; Special needs education; Sonderpädagogik; Sonderschulwesen; Sozialer Status; Ausland; Niederlande
Abstract	This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing problems, attention-hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within and across school years. Two opposing models were considered, the "person-group similarity model," suggesting moderation of behavioral norms, and the "social skill model," suggesting no moderation. The sample included a total of 580 pupils (88% boys, M[subscript age Time1] = 10.82 years, SD = 0.86) attending 37 classrooms from 13 Dutch schools for special education. Multilevel analyses revealed that the data generally supported a "social skill model," meaning that higher individual levels of attention-hyperactivity problems and externalizing problems were related to lower acceptance and higher rejection, independent of behavioral norms. Support for behavioral norms as moderators of the link between individual behaviors and social status was limited to pupils with attention-hyperactivity problems being less rejected in classrooms in which this behavior was normative. In sum, these results provide an initial exploration of the role of behavioral norms in special education. Various explanations for the results, including special education characteristics and the value of behavioral norms, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01