![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The potential for behaviourally challenged students to negatively impact typically developing students is a concern shared by many parents and teachers. However, deviant peer influence during workgroup activities has not been thoroughly investigated through systematic observation of deviant interactions. This study compares sequences of deviant behaviours and peer responses recorded during cooperative activities. Seventy fifth-grade elementary school students were observed in three specific contexts, homogeneous EBD workgroups, homogeneous regular workgroups and inclusive workgroups. Findings reveal a greater prevalence of verbal aggressions and more explosive exchanges in EBD workgroups. In groups consisting solely of typically developing students, intentionally ignoring disruptive teammates proved to be effective in stopping deviant behaviours. Finally, it was in inclusive workgroups that observed deviant interactions sequences were the longest. These findings are discussed in relation with the role of group composition and workgroup training in fostering effective cooperative learning environments.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Funding
Notes on contributors
Nadia Desbiens
Nadia Desbiens is a full professor of the Faculty of Education at the University of Montréal and a specialist in behavioural disorder development in children. Concerned by the clinical scope of her research, she has devoted a large part of her career to the development, implementation and evaluation of multimodal intervention programmes that aim to decrease behavioural problems in children, support parental skills development and prevent familial abuse.
Caroline Levasseur
Caroline Levasseur is a PhD graduate of the Faculty of Education at the University of Montréal and a lecturer to pre-service special education teachers. Her professional areas of interest revolve around behavioural difficulties, violence and security in school, and child and adolescent development.
Normand Roy
Normand Roy is a professor at Université du Québec à Trois-Rivières. His interest in methodological approaches (sequential analysis, mixed methods, structural equation modelling, etc.) leads him to work on a wide variety of projects. His main interests of research are in Distance Learning, MOOC, E-textbook and recent technologies.