Externalizing behaviors within general, at-risk, and special education preschool classrooms: A preliminary investigation

ABSTRACT

Student problem behaviors occur across all classroom settings, but preschool children are three times more likely to be expelled than students in kindergarten through twelfth grade. Determining the extent to which preschool students exhibit problem behaviors may help promote preventative practices in early childhood settings. This study examined the natural occurrence of externalizing behaviors within general, at-risk, and special education classrooms. Direct observations were collected across six classrooms to measure student off-task and disruptive behavior. No significant off-task differences were found across the three classroom types. However, a significant difference in disruptive behavior was found between special education and general education classrooms and between special education and at-risk classrooms. Implications and directions for future study are discussed.

KEYWORDS:

• Disruptive behavior
• off-task behavior
• preschool behavior problems
• prevention of preschool behavior problems

Acknowledgments

The authors are grateful for the participating teachers and Morgan Eldridge and Christina Bounds for their assistance with data collection.

Additional information

Funding

This research was supported by the Society for the Study of School Psychology Early Career Research Award.

Notes on contributors

Margaret T. Floress

Margaret T. Floress is an associate professor and coordinator of the school psychology graduate program in the Department of Psychology at Eastern Illinois University. Her research interests are the prevention and treatment of childhood emotional and behavioral disorders, positive behavioral intervention, school and family-based consultation, and pediatric sleep disorders.

Rebecca A. Rader

Rebecca A. Rader is an early-career school psychologist with the Four Rivers Special Education District in Jacksonville, Illinois. Her research interests include supporting teachers with classroom management, proactive measures for academic and behavioral functioning, and school engagement/motivation.

Jessica R. Berlinghof

Jessica R. Berlinghof is an early-career school psychologist, currently working in the Round Lake School District in Northern Illinois. She completed her undergraduate and graduate work at Eastern Illinois University.

Paige C. Fanok

Paige C. Fanok completed her undergraduate psychology degree at Eastern Illinois University. Currently, she is an aide in a Life Skills classroom at an elementary school in Newburgh, Indiana. She plans on pursuing a teaching degree in the coming years.