Adaptive and Maladaptive Behavior

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Abstract
Thirty-four elementary and 22 secondary teachers responded to Walker and Rankin's SBS Inventory, which assesses teachers' expectations regarding students' behavior and the types of problems for which they require technical assistance. Ratings of behaviors as critical or unacceptable were generally consistent with previous research. Teachers disagreed, however, about their needs for technical assistance. Approximately 20% considered many behaviors critical or unacceptable, but indicated willingness to take responsibility for teaching pupils who lack critical skills or exhibit unacceptable behavior without technical assistance. Nearly 30% considered many behaviors critical or unacceptable but were unwilling to accept responsibility for pupils without technical assistance. About 30% considered relatively few behaviors critical or unacceptable but were willing to take responsibility for them. About 20% considered few behaviors critical or unacceptable but were unwilling to take responsibility for them. Extreme individual differences among teachers were found among both special and regular education teachers. No significant differences were found between special and regular education teachers or among groups currently working with handicapped students. Significant differences were found, however, for groups differing on dimensions related to demandingness, responsibility, and sense of self-efficacy. We discuss implications for integrating handicapped pupils into general education and for future research.