Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms

Journal of Special Education

Volumn 38, Issue 2, 2004, Pages 104-110

  Lane, Kathleen L ^a,d   Givner, Christine C ^b   Pierson, Melinda R ^c  

^a VANDERBILT UNIVERSITY   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

^c CALIFORNIA STATE POLYTECHNIC UNIVERSITY   (United States)

^d VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3543099682     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/00224669040380020401     Document Type: Review

References (30)

1. Achenbach, T., & Edelbrock, C. (1983). Manual for the Child Behavior Checklist and revised Child Behavior Profile. Burlington: University of Vermont.
2. Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.
3. Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. In T. Kratochwill & J. Levin (Eds.), Single case research design and analysis (pp. 187-212). Hillsdale, NJ: Erlbaum.
4. Chalfant, J. C., & Pysh, M. V. (1989). Teacher assistance teams: Five descriptive studies on 96 teams. Remedial and Special Education, 10, 49-58.
5. Coie, J., Dodge, K., & Coppotelli, H. (1982). Dimensions and types of social status: A cross age perspective. Developmental Psychology, 18, 557-570.
6. Elliott, S., & Gresham, F. M. (1991). Social skills intervention guide. Circle Pines, MN: American Guidance Service.
7. Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
8. Fuchs, D., Fuchs, L. S, & Bahr, M. W. (1990). Mainstream assistance teams: A scientific basis for the art of consultation. Exceptional Children, 57, 128-139.
9. Fuchs, D., Fuchs, L., Gilman, S., Reeder, P., Bahr, M., Fernstrom, P., & Roberts, H. (1990). Prereferral intervention through teacher consultation: Mainstream assistance teams. Academic Therapy, 25, 262-276.
10. Gresham, F. M., Dolstra, L., Lambros, K. M., McLaughlin, V., &Lane, K. L. (2000, November). Teacher expected model behavior profiles: Changes over time. Paper presented at the Teacher Educators for Children with Behavioral Disorders Conference, Scottsdale, AZ.
11. Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
12. Harter, S. (1985). Manual for the Self-Perception Profile for Children. University of Denver: Denver, CO.
13. Hersh, R., & Walker, H. M. (1983). Great expectations: Making schools effective for all students. Policy Studies Review, 2, 147-188.
14. Huck, S. W., & McLean, R. A. (1975). Using a repeated measures ANOVA to analyze the data from a pretest-posttest design: A potentially confusing task. Psychological Bulletin, 82, 511-518.
15. Kleinbaum, D. G., Kupper, L. L., Muller, K. E., & Nizam, A. (1998). Applied regression analysis and other multivariate methods (3rd ed.). Boston: PWS-Kent.
16. Lane, K. L., Beebe-Frankenberger, M. E., Lambros, K. L., &Pierson, M. E. (2001). Designing effective interventions for children at-risk for antisocial behavior: An integrated model of components necessary for making valid inferences. Psychology in the Schools, 38, 365-379.
17. Lane, K. L., Mahdavi, J. N., & Borthwick-Duffy, S. A. (2003). Teacher perceptions of the prereferral intervention process: A call for assistance with school-based interventions. Preventing School Failure, 47, 148-155.
18. Lloyd, J., Kauffman, J., Landrum, T., & Roe, D. (1991). Why do teachers refer pupils for special education: An analysis of referral records. Exceptionality, 2, 115-126.
19. MacMillan, D., Gresham, F., & Forness, S. (1996). Full inclusion: An empirical perspective. Behavioral Disorders, 21, 145-159.
20. Nevin, A., & Thousand, J. (1987). Avoiding or limiting special education referrals: Changes and challenges. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education research and practice: Vol. 1: Learner characteristics and adaptive education (pp, 273-286). Oxford, England: Pergamon Press.
21. O'Shaughnessy, T., Lane, K. L., Gresham, F. M., &Beebe-Frankenberger, M. E. (2002). Students with or at-risk for learning and emotional-behavioral difficulties: An integrated system of prevention and intervention. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 3-17). Boston: Allyn &Bacon.
22. Raymond, E. B. (2000). Learners with mild disabilities A characteristics approach. Boston: Allyn & Bacon.
23. Reid, J., & Patterson G. R. (1991). Early prevention and intervention with conduct problems: A social interactional model for the integration of research and practice. In G. Stoner, M. Shinn, &H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 715-740). Silver Spring, MD: National Association of School Psychologists.
24. Stephens, T. (1978). Social skills in the classroom. Columbus, OH: Cedars Press.
25. Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. San Diego: Harcourt Brace.
26. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Albany, NY: Brooks/Cole.
27. Walker, H. M., Irvin, L. K., Noell, J., & Singer, G. H. S. (1992). A construct score approach to the assessment of social competence: Rationale, technological considerations, and anticipated outcomes. Behavior Modification, 16, 448-474.
28. Walker, H. M., & McConnell, S. (1988). The Walker-McConnell scale of social competence and school adjustment. Austin, TX: PRO-ED.
29. Walker, H. M., & Severson, H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 177-194). Boston: Allyn & Bacon.
30. Webster-Stratton, C., & Reid, J. (2002). An integrated approach to prevention and management of aggressive behavior problems in preschool and elementary grade students: Schools and parent collaboration. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 260-278). Boston: Allyn & Bacon.