Citation

Van Acker R, Grant SH, Henry D. Educ. Treat. Child. 1996; 19(3): 316-334.

Copyright

(Copyright © 1996, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This study investigates the reciprocal relationship between student and teacher behavior by level of risk for aggression. Direct observation of 206 students, above the median on risk for aggression as determined by teacher ratings and peer nominations of aggression was undertaken. This group was divided into two categories: a mid-risk group and a high-risk group. Student behaviors and the teacher behaviors directed toward these students were examined as a function of student's level of risk for aggression. The data were examined to identify differences in the base rates of student and teacher behaviors across risk groups. Lag sequential analyses were calculated for students in the two groups. State transition diagrams were completed to identify differences in the conditional probabilities of target behaviors.

RESULTS indicate that the interaction of students and teachers differ significantly on the basis of risk for aggression. Both the base rates for specific student and teacher behaviors, as well as their contingencies in the classroom differ significantly for students in the different groups. These results are discussed in light of their implications for the development of school-based programs designed to prevent the development of serious antisocial behavior in children.

Language: en