Citation

Hart SC, DiPerna JC. J. Appl. Sch. Psychol. 2017; 33(1): 1-15.

Copyright

(Copyright © 2017, Informa - Taylor and Francis Group)

DOI

10.1080/15377903.2016.1229705

PMID

unavailable

Abstract

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses.

RESULTS suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.

Language: en

Keywords

Attribution theory; classroom behavior; cognitive skill deficit; collaborative problem solving; teacher beliefs and emotions