TY  - JOUR
PY  - 2015//
TI  - Teachers' interpersonal style and its relationship to emotions, causal attributions, and type of challenging behaviors displayed by students with intellectual disabilities
JO  - Journal of intellectual disabilities
A1  - Alevriadou, Anastasia
A1  - Pavlidou, Kyriaki
SP  - 213
EP  - 227
VL  - 20
IS  - 3
N2  - Teachers' interpersonal style is a new field of research in the study of students with intellectual disabilities and challenging behaviors in school context. In the present study, we investigate emotions and causal attributions of three basic types of challenging behaviors: aggression, stereotypy, and self-injury, in relation to teachers' interpersonal style. One hundred and seventy seven Greek general and special educator teachers participated in the study by completing a three-scaled questionnaire. Statistical analysis revealed that the type of challenging behaviors affected causal attributions. According to regression analysis, emotions, teaching experience, expertise in special education, and gender explained a significant amount of variance in interpersonal style. Emotions were found to have a mediating role in the relationship between causal attributions and interpersonal style of "willingness to support," when challenging behaviors were attributed to stable causes or causes under the control of the individual with intellectual disabilities.<p />  <p>Language: en</p>
LA  - en
SN  - 1744-6295
UR  - http://dx.doi.org/10.1177/1744629515599108
ID  - ref1
ER  -