The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes

By K. Sutherland, Donald P. Oswald. 2005

224 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4b129546cd2df308e9bd8a7fe511438ef22fe42c

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…negative interpersonal transactions that include infrequent positive teacher support and attention during academic learning, lack of teacher praise, and limited opportunities to respond (e.g., Sutherland & Oswald, 2005), as well as teacher stereotype priming (Steele, 2010) can increase stress.”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “…and teacher-initiated interactions combined: A transactional theory of classroom processes According to the transactional model, development is a consequence of the ongoing dynamic interaction between children and their environment (Sameroff & MacKenzie, 2003; Sutherland & Oswald, 2005).”
Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students (2013, background): “Research shows that if teachers provide clear instructions, contingent feedback on performance, high rates of reinforcement, and use successive approximations to reach their teaching objectives, students typically display high rates of social and academic engagement (Sutherland & Oswald, 2005).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…and effective in proactively involving disruptive students in high-quality instructional interactions and activities, and consequently resort to controlling and punitive behaviors toward these students (e.g., Arbeau & Coplan, 2007; Sutherland & Oswald, 2005; Wehby, Symons, Canale, & Go, 1998).”
Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, background): “…difficulties literature indicates that teachers provide relatively little and inadequate instruction to children who exhibit problem behaviors (e.g., Sutherland & Oswald, 2005; Wehby, Symons, Canale, & Go, 1998), which could also hold for children with whom they have problematic interactions.”
Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, background): “It is likely that the challenges presented by students with learning and behavior problems, in both special education and general education classrooms, result in their receiving differential rates of desired teacher instructional variables over time, based in part on the ongoing reciprocal influence”
An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders (2011, background): “These students receive less instruction, fewer instances of teacher praise and fewer opportunities to respond (Sutherland, Lewis-Palmer, Stichter & Morgan, 2008; Sutherland & Oswald, 2005).”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “Regrettably, students identified as engaging in challenging behaviors receive less instruction, fewer instances of teacher praise, and fewer opportunities to respond (Sutherland, LewisPalmer, Stichter, & Morgan, 2008; Sutherland & Oswald, 2005).”
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate (2009, background): “Instead, they should also pay attention to the influence of relational aspects of the classroom environment in which children are embedded in order to foster their adjustment (see also DeMulder, Denham, Schmidt, & Mitchell, 2000; Hamre & Pianta, 2005; Sutherland & Oswald, 2005).”