Analyzing the Classroom Social Behavior of Students with EBD

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Abstract
Research using new direct observation procedures to analyze classroom social behavior of children with emotional and behavior disorders (EBD) is reviewed.These observation systems are complex but allow a sequential analysis of social interaction sequences that should prove helpful in understanding the social behavior of children with EBD. The research supports at least one major conclusion—that teachers seldom provide praise or other forms of potential social reinforcement. It also suggests that teachers may engage in behavior to escape or avoid social contact with many of these difficult-to-teach children. Issues regarding reliability of the procedures are discussed, and the authors also suggest some directions for future research.