Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students' Problem Behavior and Descriptive Classroom Norms
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| Title: | Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students' Problem Behavior and Descriptive Classroom Norms |
|---|---|
| Language: | English |
| Authors: | Schoop-Kasteler, Noemi (ORCID |
| Source: | Journal of Mental Health Research in Intellectual Disabilities. 2023 16(2):67-91. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, Intellectual Disability, Special Schools, Behavior Problems, Standards, Social Status, Peer Relationship, Peer Acceptance, Predictor Variables, Classroom Environment, Rejection (Psychology), Interpersonal Competence, Foreign Countries, Student Behavior |
| Geographic Terms: | Switzerland |
| Assessment and Survey Identifiers: | Developmental Behavior Checklist |
| DOI: | 10.1080/19315864.2022.2029644 |
| ISSN: | 1931-5864 1931-5872 |
| Abstract: | Introduction: Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. Methods: School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. Results: More individual problem behavior at the beginning of the year predicted students' lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Conclusion: Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387548 |
| Database: | ERIC |
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| Abstract: | Introduction: Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. Methods: School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. Results: More individual problem behavior at the beginning of the year predicted students' lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Conclusion: Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings. |
|---|---|
| ISSN: | 1931-5864 1931-5872 |
| DOI: | 10.1080/19315864.2022.2029644 |
