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The Current Status of Classification, Assessment, Programming, and Service Delivery Issues Relating to Children with Externalizing Behavior Disorders in the School Setting

Published online by Cambridge University Press:  26 February 2016

Hill M. Walker
Hill M. Walker*
Affiliation:
College of Education, University of Oregon, Eugene, Oregon 97403
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Extract

Children who are classified as either emotionally disturbed or behavior disordered appear to stress school systems perhaps more intensely than any other handicapping condition. The behavioral characteristics of this population of students are extremely aversive to peers and adult social agents (teachers, parents) who must interact with them on a daily basis. Frequently, these children disrupt the instructional process for themselves and others, defy the teacher, and engage in forms of social behavior that are considered either inappropriate to the school setting (tantrumming, disturbing others, fighting) or are severe violations of social norms (stealing, self abuse).

Type
Research Article
Information
Australasian Journal of Special Education , Volume 8 , Issue 2 , November 1984 , pp. 25 - 29
Copyright
Copyright © The Australian Association of Special Education 1984

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