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Preventing School Failure: Alternative Education for Children and Youth Volume 48, 2003 - Issue 1: Pragmatic Data Collection
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Original Articles

Implications of Transactional Processes in Classrooms for Students with Emotional/Behavioral Disorders

Kevin S. SutherlandView further author information
&
Paul L. MorganView further author information
Pages 32-37 | Published online: 09 Sep 2014
 
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Abstract

Ample evidence suggests that teachers influence their students' behavior; mounting evidence also suggests that students exert influence on their teachers' behavior. This paper outlines the transactional theory of social interactions and discusses the importance of understanding reciprocal relationships between teacher and student behavior. Review of several current published studies of teacher-student interactions serves as the basis for this discussion. Both implications and applications of transactional processes in classrooms are presented.

Additional information

Notes on contributors

Kevin S. Sutherland

Kevin S. Sutherland is an assistant professor in the Department of Special Education and Disability Policy at Virginia Commonwealth University, Richmond. Paul L. Morgan is a doctoral candidate in the Department of Special Education, George Peabody College of Vanderbilt University, Nashville.

Paul L. Morgan

Kevin S. Sutherland is an assistant professor in the Department of Special Education and Disability Policy at Virginia Commonwealth University, Richmond. Paul L. Morgan is a doctoral candidate in the Department of Special Education, George Peabody College of Vanderbilt University, Nashville.

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