Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students' Problem Behavior and Descriptive Classroom Norms

Autor/inn/en	Schoop-Kasteler, Noemi; Hofmann, Verena; Cillessen, Antonius H. N.; Müller, Christoph M.
Titel	Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students' Problem Behavior and Descriptive Classroom Norms
Quelle	In: Journal of Mental Health Research in Intellectual Disabilities, 16 (2023) 2, S.67-91 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schoop-Kasteler, Noemi) ORCID (Hofmann, Verena) ORCID (Cillessen, Antonius H. N.) ORCID (Müller, Christoph M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-5864
DOI	10.1080/19315864.2022.2029644
Schlagwörter	Students with Disabilities; Intellectual Disability; Special Schools; Behavior Problems; Standards; Social Status; Peer Relationship; Peer Acceptance; Predictor Variables; Classroom Environment; Rejection (Psychology); Interpersonal Competence; Foreign Countries; Student Behavior; Switzerland; Developmental Behavior Checklist + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special school; Sonderschule; Standard; Sozialer Status; Peer-Beziehungen; Prädiktor; Klassenklima; Unterrichtsklima; Ablehnung; Interpersonale Kompetenz; Ausland; Student behaviour; Schülerverhalten; Schweiz
Abstract	Introduction: Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. Methods: School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. Results: More individual problem behavior at the beginning of the year predicted students' lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Conclusion: Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01