Elementary school principals' expectations for children labeled with emotional disturbance

Abstract

Scope and method of the study: The purpose of the study was to examine elementary school principals' expectations for children labeled with emotional disturbance. The study also investigated the effects of problem behavior patterns (externalizing versus internalizing), and achievement style (high versus low). The participants were 88 elementary school principals from different areas of Oklahoma and Texas. Each participant received a research packet that included an introductory letter, consent form, demographic questionnaire, vignette, BASC-TRS and an examiner made rating scale. MANOVA and ANOVA procedures were used to analyze the data gathered with the BASC scales and the examiner made rating scale.

Findings and Conclusions: A significant multivariate main effect for label occurred on the BASC-TRS. Univariate follow-up analysis indicated the effect occurred on the BASC Externalizing Problems, and Internalizing Problems dependent variables. A multivariate Achievement Style X Problem Behavior Pattern interaction effect was also found on the BASC-TRS scales. Univariate analysis indicated the interaction effect occurred on the BASC Externalizing Problems dependent variable. There was also a significant main effect for Problem Behavior Pattern on the examiner made rating scale. There was also a significant interaction effect for Label and Achievement Style. The findings indicate that principals rate children with labels differently than those who do not have a label on the BASC-TRS. Problem behavior patterns also produced differential ratings for children who have externalizing behavior descriptions on the examiner made rating scale which was created to measure need for special education services.