an assessment of student and teacher behavior in treatment and mainstreamed classes for preschool...

Anah,sis and lntera'ention in Developmental Disabilities Vol. 3, pp. 35 - 57, 1983 0270-4684/83/010035-13503.00/0 Printed in the USA. All rights reserved. Copyright © 1983 Pergamon Press Ltd

An Assessment of Student and Teacher Behavior in Treatment

and Mainstreamed Classes for Preschool and Kindergarten

Lisa K. Carden-Smith and Susan A. Fowler

University of Kansas

Data were collected in mainstreamed and treatment classrooms on the rate and form of problem behaviors to identify conditions under which children, referred for special services due to learning and behavior problems, differed from normative classmates. In general, children who were referred exhibited higher rates, longer episodes, and more forms of inappropriate behavior than their nonreferred peers. Higher rates of teacher attention also were associated consistently with the referred children's higher rates of inappropriate behavior. Analysis of common class activities further indicated that referred children exhibited individual differences in terms of the activities in which they were most inappropriate. Finally, an examination of several environmental factors, such as group size and teacher presence, indicated that these factors were not associated consistently with high or low rates of inappropriate behavior.

INTRODUCTION

The composition of regular elementary classes is changing: There are more children who exhibit behavior or learning problems serious enough to have resulted in special-class placement only 5 to 10 years ago. The presence of these children is a direct result of the Education for All Handicapped Children Act (PL 94-142), which guarantees access to an "appropriate public education." The equation of appropriate education with integrated education, for mildly and moderately handicapped children, has been based on the assumption that disabled children can be taught effectively with nonhandicapped children, and that both will benefit from direct association (e.g., Cohen, 1975; Klein, 1975; Meyen, 1978). Research investigating the efficacy of integration, however, has produced

Reprints may be obtained from S. A. Fowler, Department of Human Development, University of Kansas, Lawrence, Kansas 66045.

35

36 Lisa K. Carden-Srnith and Susan A. Fowler

mixed results (cf. Semmel, Gottlieb, & Robinson, 1979). Some of these findings are inconclusive because of methodological problems related to the research. Other negative findings have been related to problems in the classroom, which may interfere with the provision of an appropriate educational program. Often cited problems include inadequate educational programming, lack of relevant support services, insufficient preparation of the handicapped child for integration, lack of teacher training, and negative teacher attitudes (e.g., Tawney, 1981; Walker, Hops, & Johnson, 1975).

Thus, an answer to the question "does mainstreaming work?" is likely to be very complex. A more reasonable question is "for whom and under what conditions does it work?" (cf. Guralnick, 1981). Answering that question requires extensive naturalistic observations of children in integrated settings. Multiple measures are needed to assess the effect of mainstreaming on the social, cog- nitive, language, and motor development of children with special needs.

This study measures two behaviors reflective of the behavioral adjustment of the special-needs child to the regular classroom: rates of inappropriate child behavior and rates of teacher attention. Inappropriate behavior typically has been considered an index of child adjustment in the classroom (e.g., Walker & Hops, 1976; Walker, Hops & Johnson, 1975). Certain topographies and rates of inappropriate behavior usually prevent a child from engaging in activities and interactions available to other children. Assessing the range and variety of inappropriate performance exhibited by both the mainstreamed children and their peers in the classroom can help educators determine the limits of behavior conducive to a successful placement. Given evidence of behavioral adjustment, mainstreamed children subsequently could be evaluated in terms of additional measures, such as academic achievement. Similarly, determining the rate and manner in which teachers respond to the mainstreamed child, relative to the other students, may function as an index of the mainstreamed child's adjustment and instructional integration. The average rates of attention typically provided to children considered to be successfully mainstreamed can serve as potential guidelines for evaluating other mainstreamed children's performance and for requesting ancillary services when needed.

Thus, the purpose of this study was to develop an observation tool that could be used to assess rates of inappropriate behavior by special-needs children and rates of teacher attention to them and others in special and regular classes. Comparative data also were collected on classmates from the regular classes.

METHODS

Subjects and Settings

Eleven children ranging in age from 3.3 to 6.3 years served as subjects. Six of these children, R I - R 6, had been referred for treatment of learning and behavior

An Assessment of Student and Teacher Behavior 37

problems and were enrolled in the Edna A. Hill Child Development Laboratory at the University of Kansas. In addition, four of the referred children, R~-R4, were mainstreamed for half-days in regular public-school kindergarten classes. The other two referred children, R-T5 and R-T6, were still "in treatment" and not considered ready for a mainstreamed coenrollment. They were the youngest referred children and had been in treatment only 7 months, and 2 weeks respectively. They attended a special preschool class specifically designed to prepare them for mainstreaming. Table i presents identifying characteristics for each child.

The remaining five nonreferred children, N~-Ns, were classmates of the mainstreamed-referred children. They were selected at random from a list of nonhandicapped children identified by teachers as not in need of special services. Their skill levels and classroom behavior were described as normal by their teachers. Two of these children, N4 and Ns, were kindergarten classmates of the mainstreamed-referred children; three were preschool classmates of the mainstreamed-referred children.

TABLE I Characteristics of Referred and Nonreferred children.

Time in Treatment Child Age Sex Diagnostic Label Behavioral Characteristics when Observed

Rt 5.7 M Developmentally delayed

R2 6.4 M Educable mentally retarded

R3 6.0 M Educable mentally retarded

R4 6.4 F Emotionally disturbed

R-T~ 4.4 M Emotionally disturbed

R-T6 3.4 F Nonhandicapped

N~ 3.8 F Nonbandicapped

N~ 4.7 M Nonhandicapped

N~ 3.9 M Nonhandicapped

N4 5.9 M Nonhandicapped

N~ 5.4 F Nonhandicapped

Social withdrawal, 2 yr., 4 mo. Mild language delays

Oppositional behavior, 3 yr. Mild language delays, Articulation problems

Oppositional behavior, 6 mo. Severe language delays, Epilepsy (grand mal &

petite real)

Oppositional behavior, 4 mo. Tantrums, Poor attending skills

Oppositional & aggressive 7 mo. behavior, Severe tantrums, Language delays, Articulation difficulties

Oppositional behavior, 2 wk. Severe tantrums

NA NA

NA NA

NA NA

NA NA

NA NA

38 Lisa K. Carden-Smith and Susan A. Fowler

TABLE 2 Characteristics of Classrooms Attended by Referred and Nonreferred Children

Class and No. of No. of No. of Minutes Child Classroom type Teachers Students Observed

R, PS/Treatment 3-6 9-10 226.8 K/Regular 1 15 18 480.7

R2 PSjRegular 4-5 17 537.5 K2pm/Regular I 20- 23 493.8

R3 PSJRegular 3 15 363.8 K2pm/Regular 1 20- 23 392.5

R~ PSt/Treatment 3-6 9-10 361 Kzam/Regular 1 18 527

R-Ts PS,/Treatment 3-6 9-10 439 R-T6 PS,/Treatment 3-6 9-10 254.2 N, PS2/Regular 4- 5 17 392.2 N, PS3/Regular 3 15 438.8 N, PS/Regular 4 - 5 17 367 N~ K,/Regular 1 15 - 18 484.8 N5 K,/Regular I 15- 18 607.2

Observations took place in three public-school kindergarten classes and in three of the University of Kansas preschool classrooms. Preschool class sizes ranged from 10 to 17 children, and kindergarten class sizes ranged from 15 to 18 children. The preschool classes typically contained three to four teachers; the kindergarten classes contained one teacher and occasionally an aide. Observations were conducted during the morning session of one kindergarten class (K- 1) and during the morning and afternoon sessions of the other kindergarten class (K-2, A.M. and P.M.). Both sessions of K-2 were taught by the same teacher. Table

2 provides a detailed description of the settings.

Procedures

Two measurement instruments were used in this study: a 10-second interval observation code and a teacher questionnaire. The observation system will be

discussed first.

Classroom Observation System. All subjects were observed for 5 days in each classroom that they attended, with the exception of R6, who was observed for only 3 class days. (Her observations were terminated early due to her extended absence.) The 5 days of observations were conducted within a 2-week period for each child. The observers, undergraduate university students and sometimes the experimenter, were equipped with data sheets and either a stopwatch or an auditory time-signaling device. They remained near the edge of the classroom


and recorded child and teacher behaviors in continuous 10-second intervals during all activities conducted within the classroom. Activities that occurred outside the classroom (e.g., gym, music, recess, and library) were not observed in order to provide the observers with breaks from recording. Observation times ranged from 61 minutes to 94 minutes per day.

During each observation, child behaviors, teacher behaviors, and the activity structure were scored. In addition, narrative descriptions of all inappropriate child behaviors were recorded. The same definitions were used for each subject across all classroom periods. Abbreviated response definitions and recording rules are presented below.

Behaviors

Both duration and frequency measures were collected on one teacher behavior and two child behaviors.

Teacher attention to observed child. Any verbalizations by the teacher or aide (e.g., statements, questions, instructions, or reprimands) that were addressed to the observed child were scored each time it occurred within an interval. Attention could be positive, negative, or neutral in quality.

Examples: "John what are you making?" "Stop playing with your snack!" "1 really like that boat."

Inappropriate child behavior (I). This category included rule infractions, noncompliance to teacher instructions, uncooperative interactions with classmates, aggression, inappropriate use of materials, and negative verbalizations. The behavior was scored only once within the 10-sec. interval.

Examples: The observed child hit another child, called children or teachers unpleasant names, did not respond to teacher instructions.

If a child did not comply with a teacher's instruction, the child's noncompliance was scored as inappropriate behavior for up to 30 seconds following the instruction. If the instruction subsequently was not repeated, noncompliance to the earlier instruction was disregarded after the 30 seconds had passed. The child's performance then was scored according to the appropriateness or inappropriate- ness of his ongoing actions (e.g., use of materials, peer interaction).

~A complete set of definitions and recording rules are available upon request from the Early Childhood Institute, Department of Human Development, University of Kansas, Lawrence. Kansas 66045.


Nonparticipation. This behavior was scored if the child was present in an activity but was not using activity materials, or was not attending to or conversing with teacher or peers during 5 or more seconds of the 10-second interval.

Examples: The child wandered around the room without stopping to interact with teachers, peers, or materials. The child carried a book, game or other object aimlessly around the classroom without using it.

Activity Structure

Group size, teacher presence or absence, the interactive or noninteractive nature of the group, and teacher-paced versus child-paced direction of the activity were scored as forms of activity structure. The variables were scored at the beginning of each activity and whenever the variable changed within an activity, rather than on a continuous 10-second interval basis.

(a) Group size. The number of children in the activity containing the observed child was counted. Group size was noted as small (two to five), medium (five to ten), or large (11 or more).

(b) Teacher presence. The number and identity of each teacher present in an activity containing the target child was recorded.

(c) Social interaction. The group containing the target child was scored as interactive if the students listened to and responded to the actions of one another or if the children worked together or shared materials. Noninteraction was scored if the children worked independently on individual materials and did not share materials or converse with each other.

(d) Activity director. The activity-director referred to whether the teacher or child directed or maintained the action within an activity. The activity was scored as self-directed if the child played independently during freetime, or changed uc- tivities at will. Teacher prompts were minimal.

Examples: The children selected worksheets to complete and did them independently; The children moved from one learning activity (e.g., art) to another (e.g., books) according to their choice, without time restriction.

The activity was scored as teacher-directed if the teacher led or directed the activity, i.e., instructed or prompted the target child throughout the activity.

Examples: The teacher provided prompts and feedback for many or all problems on a worksheet; The teacher selected the order of learning


activities for each child, set time limits for participation in the activity, and monitored participation.

Narrative Recording

To determine the topography of inappropriate child behaviors and a description of the classroom activities, brief descriptions of the behavior or activity were recorded. For instance, the name and a brief description of new activities were recorded whenever the observed child changed activities. Likewise, each time that an inappropriate behavior occurred, a brief description of the behavior was recorded, e.g., "hit peer," "misused material," "noncompliance with instruction."

Behavioral Classification Procedures

After the classroom observations were completed, a list of inappropriate behaviors was compiled using the narrative recordings. The subject's inappropriate behaviors were grouped into four categories on the basis of topographical similarities: aggressive behavior to peers or teachers, aggressive behavior to materials, rule infractions, and noncompliance to direct instructions. These categories were defined and sample behaviors were specified so that reliable ca- tegorization of inappropriate behaviors could be conducted by an independent observer.

Reliability

A second observer, sometimes the first author, simultaneously and independently recorded child behaviors, teacher behaviors, and activity structure throughout one complete day of observation for each child in each classroom setting. These observations typically occurred on the second or third day. Interobserver agreement was assessed for each behavior by comparing the records of two observers, interval by interval. An agreement was recorded if an identical behavior was recorded in the same or adjoining intervals by both observers. In- terobserver agreement was calculated by dividing the number of agreements on occurrence (or nonoccurrence) by the number of agreements plus disagreements on occurrence (or nonoccurrence) and multiplying by 100. Occurrence reliability for each child behavior ranged from 89% to 100%, and nonoccurrence reliability ranged from 94% to 100%. For each teacher behavior, occurrence reliability ranged from 80% to 100%, and nonoccurrence reliability ranged from 96% to 100%. Occurrence reliability for the four activity structure categories ranged from 83% to 100%, and nonoccurrence reliability ranged from 99% to 100%.

Two reliability measures were obtained on the narrative descriptions of inappropriate behavior: The first assessed the reliability with which the behavior


was observed and described, and the second assessed the reliability with which the behaviors were classified into the four behavior categories. A second observer simultaneously and independently scored the narrative recordings while recording teacher, child, and activity data in the classroom, lnterobserver agreements were scored if similar descriptions of inappropriate behavior (e.g., hit-punch, or push- shove) were written in the same or adjoining intervals by two observers. Oc- currence reliability of the narrative recordings ranged from 80% to 100% and nonoccurrence reliability ranged from 93% to 100%. Reliability for classification of the behaviors ranged from 89% to 100%.

Teacher Ratings of Observed Behavior

A teacher questionnaire was developed to determine if teacher ratings of child behavior and amount of teacher attention corresponded with observed behavior. The quesionnaire, adapted from Budd (1977), asked the teacher to judge the observed child's overall rate of inappropriate behavior, rate of inappropriate behavior within specific activities, and rate of the teacher's attention to the observed child for both appropriate and inappropriate behavior on a 5-point semantic differential scale. The questionnaire was administered once to each classroom teacher 1 to 2 weeks after the classroom observations were completed. Although the teachers were aware that data had been collected for each of the subjects, none of the teachers had been informed of the results of these observations.

Data Analysis

Data obtained from the 5-day observations of each child in each classroom setting were analyzed along the following dimensions:

1) The performance of the four referred children who were mainstreamed, R~-R4, was compared with that of the two referred children in treatment, R-T5 and R-T6, and with that of the five nonreferred children N~-Ns, to identify differences in behavior patterns and rates. The topography of inappropriate behavior exhibited by referred and nonreferred children was analyzed further to determine the variety of behavior exhibited by the referred and nonreferred groups.

2) The performance of referred and nonreferred children was analyzed to determine if it varied across activities, classrooms, or activity structures (e.g., group sizes).

3) Teacher attending patterns and rates were analyzed to determine the extent to which teacher attention differed between the two groups of children.

4) Finally, teacher ratings of child behavior were compared with observed child behavior to determine if subjective teacher ratings corresponded with objective measures of child behavior.


RESULTS

Results for the four referred children mainstreamed in kindergarten, R~-R4, are derived from 5 days of observations conducted in both their kindergarten and preschool classes. The data collected from preschool and kindergarten observations are combined except for instances in which the referred children's performance differed between preschool and kindergarten. The remaining children were enrolled in either kindergarten or preschool. Their data analyses are based on 5-day observations conducted in a single classroom.

Comparison of Referred Versus Nonreferred Children

With the exception of Rt, referred children exhibited higher rates, longer episodes, and a greater variety of undesirable behavior than did nonreferred children. On the average, the two referred children-in-treatment (R-T5 and R-T6) were inappropriate during 13% of the total classroom activities, and the mainstreamed-referred children ( R I - R 4 ) w e r e inappropriate during 6% of the classroom activities. In contrast, the nonreferred children were inappropriate during 1% of their activities. Inappropriate behavior by RI, the exception among the referred children, was within the nonreferred children's range. Average rates of inappropriate behavior across all classroom observations are presented in Figure 1 for each child.

O

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Referrals-Treated & Mainstreamed

R1 R2 R3

Referrals in Treatment

7

R 4 R-T 5 R - r 6

Group Averages

NI-5 R1-4 R-T5- 6

FIGURE 1. The percentage of time referred and nonreferred children engaged in inappropriate behavior averaged across 5 days of observation. Preschool and kindergarten observations are combined for the four referred children who were mainstreamed, R~-R4


Referred children also exhibited longer episodes of inappropriate behavior than did the nonreferred children. Figure 2 presents the average duration and range for each child. Episodes of inappropriate behavior by the referred children ranged from l0 seconds to 6.5 minutes; episodes by the nonreferred children ranged from l0 seconds to 1.5 minutes. It is interesting to note that R~, who resembled the nonreferred children in percentage of inappropriate behavior, nevertheless exhibited one of the larger ranges and higher averages for episode durations: His few instances of inappropriate behavior typically were long. Al- though most referred children exhibited several long episodes, they typically exhibited more short episodes. As a result, the average duration of the referred children's inappropriate episodes did not exceed one minute. Even so, this mean was more than double the nonreferred children's mean. The extreme differences in range between referred and nonreferred children probably represent the more significant fact, however.

The narrative data next were examined to determine if different topographies of inappropriate behavior were exhibited by referred and nonreferred children, The analysis revealed that referred children, as a group, exhibited a greater

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FIGURE 2. The range and average duration of episodes of inappropriate behavior exhibited by referred and nonreferred children across 5 days of observation. Preschool and kindergarten observations are combined for the four referred children who were mainstreamed.


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FIGURE 3. The range and average number of ways in which referred and nonreferred children exhibited inappropriate behavior within the categories of aggression to peers, aggression to materials, and rule infractions. Group averages are presented.

variety of inappropriate behavior than did the nonreferred children. Figure 3 presents three of the four categories of inappropriate behavior derived from the narrative descriptions: aggression to peers (e.g., hitting, kicking), aggression to materials (e.g., breaking, throwing), and rule infractions (e.g., talking-out, get- ting out-of-seat). (The fourth category, noncompliance to direct instructions, was not analyzed for differences in variety because the type of instructions to which children did not comply were not described in the narrative recordings.) The referred children-in-treatment exhibited the greatest variety of undesirable behaviors, evidencing three times as many forms of aggression to peers, aggression to materials, and rule infractions as the nonreferred children. With the exception of R~, the mainstreamed-referred children also exhibited more than twice as many rule infractions as the nonreferred children. On the average, however, they exhibited only one more form of aggression to peers and materials than did their nonreferred peers. Rt's performance once again was very similar to the behavior of the nonreferred children.

Finally, the children's distribution of undesirable behavior across the four topographical categories of inappropriate behavior plus nonparticipation was


examined. Distribution does not appear to be a factor differentiating referred from nonreferred children. Figure 4 presents a fairly similar distribution for both groups of referred children and nonreferred children. Rule infractions comprised the greatest proportion of the children's inappropriate behavior, averaging 52% for the nonreferred children, 42% for the mainstreamed referred children, and 58% for the referred children-in-treatment.

The group averages were representative of the distribution of most children-- the two exceptions were R, and N~. These children distributed a greater proportion of their undesirable behavior to nonparticipation--75% and 53%, respectively.

Analysis of Activity Structure

Inappropriate child behavior was examined to determine if it varied in a consistent pattern according to the structure of an activity (e.g., group size) or according to the type of activity (e.g., academics vs. free choice). In general, when activity structure was analyzed alone (i.e. collapsed across different types of activities), no consistent patterns were found between rates of inappropriate behavior and group size, the presence or absence of a teacher in the activity, or the social nature of the activity. Behavior tended to vary only between activities that were self-directed and those that were teacher-directed, for seven of the children. Four referred children, R2, R4, R-Ts, and R-T6, and two nonreferred children, N~ and N3, exhibited more inappropriate behavior during teacher-directed activities than during self-directed activities. Yet one child, R,, was less appropriate and participated at a lower rate during self-directed activities. No differences were observed for the remaining four children (R3, N2, N4, Ns).

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FIGURE 4. Distribution of undesirable behavior across the four categories of inappropriate behavior plus nonparticipation. Group averages are presented.


NONREFERRALS

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REFERRALS-TREATED & MAINSTREAMED

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GROUP AVERAGES R- T~~ ~~ FIGURE 5. Profiles of each child s percentage of inappropriate behaviors across class activities. Average rates for each group also are presented in the lower right corner.

When individual activities were analyzed, more consistent patterns of behavior emerged for each child. Children typically participated in four to six separate activities each day, which included the following: large-group and small-group academic instruction, academic seat work, academic centers, play-time, circle time, and transition. Figure 5 presents a profile of each child's percentage of inappropriate behavior across the available class activities.

These profiles indicate that nonreferrals rarely presented a problem in any class activity. In contrast, the referrals exhibited rates of inappropriate behavior that exceeded 10% in a variety of activities. Activities in which children tended to be most appropriate varied from child to child. For instance, Rj was most inappropriate during preschool transitions, R2 exhibited most of his inappropriate behavior during kindergarten circle time, R 3 w a s most inappropriate during kindergarten academic centers, etc. In fact there were only two activities, circle time and small-group instruction, in which three or four of the referred children exhibited inappropriate behavior at rates of 10% or higher.


Differences in performance between preschool and kindergarten for the mainstreamed-referred children are also worth noting. The children often demonstrated distinctly different patterns of behavior across the preschool and kindergarten, even though their overall average rates of inappropriate behavior were very similar. For instance, R2 was more inappropriate in kindergarten during transitions and academic centers than he was in preschool, but tended to be more inappropriate during small-group instruction and free-choice in preschool than in kindergarten. These differences in the mainstreamed-referred children's behavior across activities and between preschool and kindergarten activities are not clearly reflected by the average profile presented in Figure 5. However, the average profile (upper right graph, Figure 5) again demonstrates the different rates of inappropriate behavior exhibited by the three classes of children, with referred children-in-treatment consistently presenting the highest rates across all activities and nonreferred children exhibiting the lowest rates.

Analysis of Teacher Attention

Rates of teacher attention differed between referred and nonreferred children and between preschool and kindergarten. Figure 6 presents the percentage of time children received attention from their teachers in each setting. In both preschool and kindergarten, teachers spent more time attending to referred children than to nonreferred children. On the average, preschool teachers interacted with referred children during one-third of the day; in contrast, they attended to nonreferred children during approximately one-tenth of the class time. Kinder- garten teachers spent less time interacting with either group of children, probably because there were more children a~d fewer teachers in the kindergarten classrooms; nonetheless they interacted more frequently with the referred group than with the other children. The four mainstreamed-referred children received teacher attention during 15% of the class time; the two nonreferred classmates received attention during only 3% of the class time.

Teacher attention was analyzed further to determine the proportion of attention that was directed to inappropriate behavior (i.e., the number of intervals in which attention was scored simultaneously with inappropriate behavior or within 10 seconds following the scoring of an inappropriate behavior, divided by the total number of intervals of teacher attention). In general, a positive correlation existed between the rates of inappropriate behavior exhibited by the referred children and the proportion of teacher attention directed to their inappropriate behavior. Figure 7 presents this correlation as a scatter-plot. The two referred children-in- treatment, R-T5 and R-T6, exhibited the highest rates of inappropriate behavior and received a correspondingly greater proportion of teacher attention. With the exception of RI, this relationship was evidenced by the other referred children.

A n A s s e s s m e n t o f S t u d e n t a n d T e a c h e r B e h a v i o r 4 9

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FIGURE 6. Percentage of time teachers attended to referred and nonreferred children. Data from preschool and kindergarten observations are presented separately.


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FIGURE 7. The scatterplot presents the relationship between the proportion of teacher attention directed to inappropriate behavior (represented on the ordinate) and the rate of inappropriate child behavior (represented on the abscissa). The diagonal line represents the regression line between points.

The Relationship between Teacher Ratings and Observed Behavior

Teacher ratings of behavior and observed ratings of behavior were examined to determine if teachers could estimate problem-behavior rates reliably. Spearman rank-order correlations were performed between the subjective teacher ratings and observed behavior to obtain reliability coefficients between the two assessment procedures. Since the number of subjects per group was small, correlations were performed with the referred and nonreferred children combined. When children were enrolled in two classroom settings, measures from the preschool were used. Only preschool settings were chosen for this analysis because more children were enrolled in preschool classrooms. (Thus, teacher estimates of kindergarten performance were not compared with estimates of preschool performance for children enrolled in both settings.)


Teachers were asked to estimate the rates of each child's appropriate and inappropriate behavior. Results of the correlations indicated that teachers per- ceived differences in rates of inappropriate behavior, rating children who exhibited higher rates of inappropriate behavior as more deviant than those exhibiting lower rates. The correlation between teacher estimates and average rates of inappropriate behavior across the class day and within specific activities were substantial and significant (rs = .85, p<.01, n = 11). The correlation between teacher estimates regarding the amount of time they spent with the observed children and the observed rates of teacher attention was not significant, however (rs = .15 , n = 11).

In addition to obtaining correlation coefficients between the two measures, rates of observed behavior and the teacher's estimates of the behavior's rate were

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TEACHER QUESTIONNAIRE I ] Observed Behavior J -I-Teacher Estimate I

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FIGURE 8. The average percentage of inappropiate child behavior derived across 5 days and teacher estimates of this percentage are presented in the upper grid. The average percentage of teacher attention to the observed children and teacher estimates of this percentage are presented in the lower grid.


compared and are presented in Figure 8. Teacher estimates regarding child behavior rate and their own rate of attending to the child usually were somewhat exaggerated for the referred children, but typically were accurate for the nonreferred children. In general, teachers tended to overestimate the referred children's levels of inappropriate behavior, the amount of time that they spent attending to them, more often than they overestimated the nonreferred children's behavior rates.

DISCUSSION

The mainstreamed-referred children maintained a normal kindergarten placement throughout the school year, even though three of these children exhibited inappropriate behavior at a rate that was 5 to 7 percentage points above their nonreferred peers' rates of inappropriate behavior. At the time of observation, the children had attended a mainstreamed classroom for 4 to 6 months; no actions had been taken to consider alternative placements during the school year. Both facts suggest that the mainstreamed-referred children's higher rates and longer episodes of inappropriate behavior fell within a range tolerated by the normal classroom. Unfortunately, it is not possible to determine from the data in this study what the upper limit of this range might be for maintaining a successful kindergarten placement. Indirectly, it may be speculated that the 12% and 14% rates exhibited by the two children in treatment exceeded a tolerable limit: The teachers of these children did not consider them ready for mainstreaming; in fact, R-T~ had been expelled from two previous day-care placements.

Inappropriate behavior and teacher attention were selected as the primary measures in this study because these variables often have been used to measure school adjustment (e.g., Walker & Buckley, 1972; Drabman & Lahey, 1974). Research has demonstrated that children who do not disrupt classroom routines and activities and do not require excessive teacher attention are more likely to remain in regular classrooms than are children who interfere with class man- agement and instruction and require extra attention (e.g., Walker, Hops, & Johnson, 1975). Thus, the ability to behave appropriately (e.g., complying, participating, responding) without much teacher assistance should be considered a skill or, set of skills, critical to successful mainstreaming.

Inappropriate behavior was examined along several dimensions to determine the manner in which children behaved inappropriately and the conditions under which this behavior occurred. Rate of misbehavior clearly differentiated referred from nonreferred children, as did related measures such as the average length of an episode of misbehavior and the variety of misbehavior. Episodes of inappropriate behavior by referred children could range up to six minutes and typically averaged one minute. In contrast nonreferred children were never inappropriate for more than one and one-half minutes and generally averaged no more than 20 seconds of misbehavior. Referred children also exhibited more types of inappropriate behaviors than their classmates: on the average each


referred child exhibited 14 forms of inappropriate behavior compared to six forms of misbehavior exhibited on the average by their nonreferred classmates. Category by category, referred children typically displayed twice as many rule infractions and usually one or two more forms of aggression to peers or to materials than their classmates.

The variety of misbehavior may have increased the saliency of referred children's behavior and the higher rates and longer durations of misbehavior may have made the behavior more difficult to ignore. Perhaps the combination of higher rates, longer episodes, and greater variety of behavior was largely re- sponsible for the higher rates of teacher attention received by referred children. In general, teachers attended to referred children two to four times more than they attended to nonreferred children. Even R~, whose behavior typically resembled the nonreferred children's behavior, received twice as much attention as the nonreferred peers. Furthermore, the frequency of teacher attention was related to the frequency of inappropriate behavior. The more inappropriate a child was, the more attention the child tended to receive. This differentially higher rate of attending to referred children is consistent with the findings of other investigators who have collected normative data on mildly to moderately handicapped children and their nonhandicapped peers (e.g., Werry & Quay, 1968; 1969), Unfortu- nately, no conclusions can be made in this study regarding possible differences in the quality of attention directed to referred and nonreferred children, as the topography of attention was not measured.

To determine if other variables, besides teacher attention, covaried with inappropriate behavior, the children's performance was analyzed activity by activity. Each child in the referred group exhibited a high rate of inappropriate behavior in at least one activity, however the activities in which children tended to be most inappropriate varied from child to child. Thus, for the group of referred children no single activity was associated with higher rates of misbehavior. The degree of variability in performance observed across activities was surprising: a child's inappropriate behavior might range as high as 20% in one activity (e.g., R~ during preschool transitions) and as low as 0% in other activities (e.g,, R~ during preschool small-group instruction). Such variability in performance clearly suggests the need for individualized assessments to determine which activities are problematic for each mainstreamed child.

The mainstreamed referred children also exhibited different rates of misbehavior during similar activities conducted by both the treatment preschool and kindergarten. In fact, during activities that were common to both classes, the referred children often were more inappropriate in the preschool activity than they were in the kindergarten activity. Usually research has demonstrated the opposite effect: children are less appropriate in the nontreatment setting (e.g., kindergarten) than in the treatment setting (e.g., Wahler, 1969; Russo & Koegel, 1977). The equivalent and often lower rates of inappropriate behavior observed in kindergarten appeared due, in part, to the presence of age-mate peers. An-


ecdotal observations suggest that kindergarten classmates tended to prompt and remind the referred children to behave. In addition, the classmates may have served as models of good behavior. In contrast, the preschool classmates, who were often 1 to 2 years younger and less appropriate in their performance than the mainstreamed-referred children, did not prompt or assist one another. The use of peers as intervention agents in the classroom has received wide recognition lately (cf. Strain, 1981). Peers may represent a valuable resource to the child with special problems in the mainstreamed classroom. Additional naturalistic observations of peer interactions are warranted to determine the conditions under which young classmates assist each other.

Inappropriate behavior likewise was analyzed to determine if it varied according to the presence or absence of various environmental variables. Educators and researchers have found that environmental factors such as group size and teacher availability sometimes play an important role in promoting desirable behavior (e.g., Marholin, Steinman, Mclnnis, & Heads, 1975; Koegel & Rin- cover, 1977). Results in this study indicated, however, that environmental variables, alone, (i.e., group size, teacher presence or absence, and the presence or absence of social interaction in an activity), did not produce consistent differences in behavior across the children. The content of the activity and perhaps other factors not measured by this observation system seemed to override these environmental factors. For example, teachers often appeared to compensate for less favorable environmental arrangements. During large group instruction periods, the teachers frequently placed the referred child next to the teacher where higher rates of attention could be delivered, or placed the child at a slight distance from other classmates where opportunities for inappropriate peer interaction were reduced. Likewise, teachers often compensated for their absence in an activity by occasionally directing prompts and praise across the room to the children who were working or playing alone. Research by Kounin and Gump (1974) and Le Laurin and Risley (1972) have demonstrated that similar teacher actions can counterbalance unfavorable environmental arrangements in the classroom.

The only environmental arrangement that produced differential effects with some of the children involved whether an activity was self-directed or teacher- directed. Six children tended to be less appropriate during teacher-directed activities. However, most activities were teacher-directed. In fact, only playtime, an activity in which children could choose among three sets of play materials (e.g., blocks, puzzles, paints), was consistently self-directed. Thus, the higher rates of inappropriate behavior exhibited by children during the teacher-directed activities may reflect teaching demands in the activity, rather than reflect whether the activity was directed by the child or by the teacher.

Factors associated with referred children's inappropriate behavior may be summarized in the following manner: (a) higher rates of inappropriate behavior consistently corresponded with higher rates of teacher attention; (b) the activities in which rates of inappropriate behavior were highest differed from child to child;


and (c) several environmental factors such as group size, teacher presence or absence, and presence or absence of social interaction were not associated with consistently high or low rates of inappropriate behavior.

Additional data are needed from a larger sample of children to determine if these findings are representative of mildly handicapped children in general. In addition, other measures which directly reflect educational and social performance should be examined in greater detail to determine the extent to which children can deviate from their peers yet benefit from an integrated placement (cf. Walker & Hops, 1976; Kazdin, 1977; Van Houton, 1979). For example, a child's ability to complete academic assignments and to interact in a positive manner with peers may effect whether a child remains in an integrated setting (e.g., Cobb & Hops, 1973). In fact follow-up information regarding the referred children's progress two years after kindergarten, suggests the need to examine a broader array of behaviors. Interviews with school personnel revealed that four of the referred children were transferred to self-contained special education classes within one year following kindergarten. R2 and R 3 were transferred during the middle of first grade to a class for educably mentally retarded children; R-T5 was transferred shortly after the onset of first grade to a class for emotionally

TABLE 3 School Placements for Referred and Nonreferred Children

1, 2, and 3 Years After Observation.

Child 1978-79 1979-80 1980-81 1981-82

R~ Kindergarten First Grade First Grade with Second Grade with special services special services

R2 Kindergarten First Grade changed to EMR Class EMR Class

EMR* Class

R3 Kindergarten First Grade changed to EMR Class EMR Class EMR Class

R4 Kindergarten First Grade Emotionally Emotionally Disturbed Class Disturbed Class

R-T~ Preschool Preschool Kindergarten First Grade changed to Emotionally Disturbed Class

R-T~, Preschool Preschool Preschool Kindergarten

N~ Preschool Preschool Kindergarten First Grade

N: Preschool Kindergarten First Grade Second Grade

N3 Preschool Preschool Kindergarten First Grade

N4 Kindergarten First Grade Second Grade Third Grade

N5 Kindergarten First Grade Second Grade Third Grade

*Educably Mentally Retarded

56 Lisa K. Carden-Smith and Susan A, Fowler

disturbed children and R4 was placed in a class for emotionally disturbed children at the end of her first grade year. Rt continued to be mainstreamed, although he was retained for one year in first grade and received special services outside of the regular class. Increased rates of inappropriate classroom behavior, academic difficulties, lack of appropriate peer interactions, and excessive teaching demands were cited as the primary factors in placement changes for R2, R3, R4,

and R-Ts. Slow learning and social immaturity (i.e., lack of participation and peer interaction) were cited as the reasons for R~'s retention. Table 3 presents 3 years of school placements for referred and nonreferred children.

The children's change in school placements only 1 year after kindergarten suggests that their behavior either deteriorated or remained the same but was no longer considered sufficiently appropriate for the advanced grade placement. Discussions with school personnel suggest that the children's behavior became more inappropriate and that teacher expectations regarding appropriate behavior also became more stringent. Future research might investigate changes in referred children's performance from one grade level to another, in relation to their nonreferred classmate's performance. Research also might examine the ways in which school personnel's requirements and expectations regarding student performance change from grade to grade. If mainstreaming mildly handicapped children is to be a realizable goal, this information can be used to prepare children for advanced grade placements and to adjust teacher expectations to behavioral differences that may exist between mainstreamed children and their nonhandicapped peers. If some children can be mainstreamed in regular classrooms for only a year or two, the benefits resulting from mainstreaming (e.g., improved social interaction) should be assessed carefully. If gains are apparent, opportunities should be provided to maintain and enhance these gains once the child returns to special education (e.g., partial mainstreaming during nonacademic periods).

Acknowledgement--This report was based on a master's thesis submitted by the first author to the Department of Human Development, University of Kansas. It was supported in part by grant MH- 20411 from the National Institute of Mental Health and by grant USOE-300-77-0308 from the Bureau for the Education of the Handicapped. Appreciation is expressed to Jay V. Solnick for his assistance during the investigation. The authors are grateful to Donald M. Baer for his advice and editing during preparation of this manuscript.

REFERENCE NOTE

1. Budd, K. S. School Behavior Assessment Form. Unpublished document. Meyer Children's Rehabilitation Institute, University of Nebraska Medical Center, 1977.

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