Disruptive Behavior

Carl J. Liaupsin, Terrance M. Scott

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

It is common for teachers and other school personnel to describe challenging student behavior as one of the most significant issues in education. In fact, teachers report that challenging student behavior is the most difficult and stressful aspect of their job (e.g., Furlong, Morrison, and Dear, 1994; Kuzsman and Schnall, 1987; Safran and Safran, 1988). Further, they report that the most distracting and time-consuming problem behaviors are not necessarily the most intense, but the most frequent (Sprague and Walker, 2000). The most frequently cited problem behaviors include simple non-compliance and disrespectful interaction that disrupt the learning routine. Perhaps the most difficult type of behavior that teachers are asked to deal with are those that are considered “disruptive.” These include student acts that range in severity from mild forms such as “talkingout” and “interrupting” to more serious forms such as “fighting, " “theft, " and “bullying.” Disruptive, aggressive, and anti-social behaviors can have a range of problematic outcomes for teachers, administrators, and students.

Original languageEnglish (US)
Title of host publicationEvidence-Based Interventions for Students with Learning and Behavioral Challenges
PublisherTaylor and Francis
Pages59-78
Number of pages20
ISBN (Electronic)9781135925147
ISBN (Print)9780203938546
DOIs
StatePublished - Jan 1 2008

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

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