Teachers expectations for students with externalizing and internalizing behaviors

Abstract

The purpose of this study was to determine if elementary school teachers held differential expectations for children labeled with emotional disturbance, and externalizing or internalizing behavior characteristics. This research study also sought to determine whether or not these expectations changed when definitional criteria of emotional disturbance was given to teachers. This study contributes to the empirical literature regarding the impact special education labels and problematic behaviors can have on the evaluation and expectations teachers set for students. These labels and behaviors also effect the results of the BASC-TRS, which can ultimately effect the placement and diagnosis for a student. Outcomes of the study reveal that externalizing problem behavior was rated more negatively on the BASC-TRS externalizing scale. However, internalizing problem behavior was rated more negatively on the BASC-TRS internalizing scale as well as the prognostic outlook scale.