Behavioral Contagion and Manageability

Abstract

Forty-four regular and 39 LD teachers completed the Behavior Manageability and Behavioral Contagion Scales to determine (1) whether teacher group differences in manageability and contagion were present, and (2) which specific behaviors were viewed as most contagious and least manageable. Statistical analyses indicated no significant group differences on either dependent measure. However, socially withdrawn behavior was rated concurrently as most difficult to manage and as least contagious. The more acting-out behaviors (negative aggressive, poor peer cooperation) were, as expected, viewed as most disruptive to other students (contagious). Implications for working with LD students who exhibit problem behaviors in both regular and special class settings are discussed.

Get full access to this article

View all access options for this article.

References

Algozzine, B. (1986). Problem behavior management: Educator's resource service. Rockville, MD: Aspen.

Ashton, A. , & Webb, R. (1982, April). Teachers' sense of efficacy: Toward an ecological model. Paper presented at the annual meeting of the American Educational Research Association, New York.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.

Brophy, J.E. , & Rohrkemper, M.M. (1981). The influence of problem ownership on teachers' perceptions of and strategies for coping with problem students. Journal of Educational Psychology, 73, 295–311.

Lerner, J.W. (1985). Learning disabilities: Theories, diagnosis, and teaching strategies (4th ed.). Boston: Houghton-Mifflin.

McCarthy, G.M. , & Paraskevopoulos, J. (1969). Behavior patterns of learning disabled, emotionally disturbed, and average children. Exceptional Children, 36, 69–74.

McConaughty, S.H. (1986). Social competence and behavioral problems of learning disabled boys aged 12–16. Journal of Learning Disabilities, 19, 101–106.

Rooney, K.J. , Hallahan, D.P. , & Lloyd J.W. (1984). Self-recording of attention by learning disabled students in the regular classroom. Journal of Learning Disabilities, 17, 360–364.

Safran, J.S. , & Safran, S.P. (in press). Teacher group judgments of problem behaviors. Exceptional Children.

10.

Safran, S.P. (1985). Correlates of special educators' self-efficacy beliefs. B.C. Journal of Special Education, 9, 61–67.

11.

Safran, S.P. , & Safran, J.S. (1984). Elementary teachers' tolerance of problem behaviors. Elementary School Journal, 85, 237–243.

12.

Safran, S.P. , & Safran, J.S. (1985). Classroom context and teachers' perceptions of problem behaviors. Journal of Educational Psychology, 77, 20–28.

13.

Safran, S.P. , & Safran, J.S. (1986). An ecological analysis of cognitions of behavioral deviancy. Psychology in the Schools, 23, 288–294.

14.

Shepard, L.A. , & Smith, M.L. (1983). An evaluation of the identification of learning disabled students in Colorado. Learning Disability Quarterly, 6, 115–127.

15.

Swift, M. (1982). Devereux elementary school behavior rating scale II. Devon, PA: Devereux Foundation.

16.

Workman, E.A. (1982). Teaching behavioral self-control to students. Austin, TX: PRO-ED.