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What Puts Pupils at Risk? An Analysis of Classroom Teachers' Judgments of Pupils' Behavior

James M. Kauffman is professor of education at the University of Virginia. He is a former classroom teacher and past president of the Council for Children with Behavioral Disorders, and has a special interest in teachers' perceptions and management of classroom behavior problems.

Kathleen L.H. Wong

Kathleen L.H. Wong is assistant professor of special education at the University of Hawaii. She has been a teacher of students with learning and behavioral problems and is the coauthor of several publications on mainstreaming students with behavioral disorders.

John Wills Lloyd

John Wills Lloyd is research associate professor of education at the University of Virginia, where for more than 10 years he has been involved in research involving students with learning and behavioral disabilities. He is coeditor of a recently released book on the Regular Education Initiative.

Li yu Hung

Li-Yu Hung is an advanced graduate student in special education at the University of Virginia. Her special interests are international special education, education of students with mild disabilities, and emotional disturbance.

Patricia L. Pullen

Patricia L. Pullen is a teacher of young children with mild mental retardation in Charlottesville, Virginia. She has coauthored several publications in special education and is currently engaged in a qualitative study of teachers' perceptions of risk. Address: James M. Kauffman, Curry School of Education, University of Virginia, 405 Emmet St., Charlottesville, VA 22903.

Fifty-four general classroom teachers completed a brief demographic questionnaire and a modified version of the SBS Inventory of Teacher Social Behavior Standards and Expectations, on which they were asked to indicate whether the absence of certain adaptive behaviors or presence of certain maladaptive behaviors places a pupil at risk. Significant relationships were found between teachers' standards and expectations for behavior and their judgments of risk. Teachers judging more adaptive behaviors to be critical and more maladaptive behaviors to be unacceptable also judged the absence of more adaptive behaviors and presence of more maladaptive behaviors as placing a pupil at risk. Not all failures to exhibit critically important adaptive behavior and not all unacceptable behaviors were judged as placing a pupil at risk; teachers discriminated between behaviors not meeting their personal standards and expectations and those likely to heighten risk. Implications for research and practice were discussed.

Remedial and Special Education, Vol. 12, No. 5, 7-16 (1991)
DOI: 10.1177/074193259101200503


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