Ongoing Reciprocal Teacher-Student Interactions Involving Disruptive Behaviors in General Education Classrooms

By J. Nelson, Maura L. Roberts. 2000

128 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/22fd7595be71defa09379b43c793d3ddd2a79869

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Catherine P. Bradshaw
2. G. Sugai
3. B. Cavanaugh
4. Terrance M. Scott
5. Mary M. Mitchell
6. Regina G. Hirn
7. P. Leaf
8. K. Sutherland

In Developmental and Educational Psychology

1. Catherine P. Bradshaw
2. G. Sugai
3. B. Cavanaugh
4. Terrance M. Scott
5. R. Horner
6. Mary M. Mitchell
7. Ashley S. Macsuga-Gage
8. K. McIntosh

In Social Psychology

1. B. Cavanaugh
2. Catherine P. Bradshaw
3. Terrance M. Scott
4. J. Wehby
5. G. Sugai
6. K. Sutherland
7. C. Vincent
8. Ashley S. Macsuga-Gage

Citations in the corpus

• Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “For example, Nelson and Roberts (2000) found that teachers spent more time interacting with disruptive students than with those who did not show such behaviour.”
• The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes (2005, background): “A transactional model would suggest that teacher behavior in both Van Acker et al. (1996) and Nelson and Roberts (2000) magnified the classroom behavior of students as it did in the Skinner and Belmont (1993) study.”
• Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009, background): “Further, these students receive more attention from their teachers following inappropriate behavior and little of their teachers’ attention for engagement in appropriate behavior (Lago-Dellalo, 1998; Nelson & Roberts, 2000; Russell & Lin, 1977; Shores et al., 1993).”
• The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “First, the manner in which negative feedback is delivered is important: Reprimands are more predictive of future negative teacher– student interaction than is correction (i.e., re-teaching; Nelson & Roberts, 2000).”
• Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “ODRs have been correlated with rebellious behavior, drug use, and increased classroom disorderliness (Nelson & Roberts, 2000; Sprague et al., 2001).”
• Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “Nelson and Roberts (2000) reported direct observation data about the sequences of interactions between teachers and students leading to the child being sent out of the classroom, either to the principal’s office or to the hallway.”
• Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “Unfortunately, many students with or at risk for EBD receive low rates of praise, often in the context of sparse teacher-student interactions and comparatively higher rates of reprimands (Nelson & Roberts, 2000).”