TY  - JOUR
PY  - 2017//
TI  - Teacher beliefs and responses toward student misbehavior: influence of cognitive skill deficits
JO  - Journal of applied school psychology
A1  - Hart, Susan Crandall
A1  - DiPerna, James Clyde
SP  - 1
EP  - 15
VL  - 33
IS  - 1
N2  - 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. <br><br>RESULTS suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.<p />  <p>Language: en</p>
LA  - en
SN  - 1537-7903
UR  - http://dx.doi.org/10.1080/15377903.2016.1229705
ID  - ref1
ER  -