Classroom interaction patterns among teachers and emotionally disturbed children

Abstract

Observational procedures were used to investigate classroom interaction patterns among direct and indirect teachers and emotionally disturbed children who were classified as conduct problems or personality problems. It was expected that initiated and respondent interaction dyads, classified as dominant, non‐direct, and nurturant modes, would be the same (reciprocal), thus creating an interaction “cycle”. The cycle concept was only partially supported; instead, initiated dominance by teachers and conduct problem children was the most influential interaction characteristic affecting the classroom environment. A discussion of teacher managerial/instructional behaviours, the impact of student behaviours, and implications for additional research are included.