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Perceptions of Students with Emotion...

Poling, Daniel.

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Perceptions of Students with Emotional and Behavioral Disorders About Direct Verbal Aggression in School Settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceptions of Students with Emotional and Behavioral Disorders About Direct Verbal Aggression in School Settings./
Author:	Poling, Daniel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	262 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22619117
ISBN:	9798698590767

Perceptions of Students with Emotional and Behavioral Disorders About Direct Verbal Aggression in School Settings.
Poling, Daniel.

Perceptions of Students with Emotional and Behavioral Disorders About Direct Verbal Aggression in School Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 262 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (Ph.D.)--University of Florida, 2019.

This item must not be sold to any third party vendors.

Students identified with emotional and behavioral disorders (EBD) often have significant difficulty with social adjustment, academic engagement, and school completion, which negatively impacts their school functioning, post-school success, and community engagement. Whereas these problem behaviors may include instances of defiance, truancy, or rule breaking, one particularly challenging behavior is aggression, defined as behavior intended to harm another individual. Researchers have established that verbal aggression (VA) is the most frequent form of aggression reported in schools, however, very little is known about VA among students with EBD. In the current study I surveyed 144 students with EBD in North Carolina and Florida across nine school districts and 24 schools. Results include the prevalence of VA, responses to victimization, perceptions about teacher responsiveness, and ecological variables. Regression analyses suggest that favorable attitudes about VA and verbally aggressive friendships are associated with VA perpetration. Additionally, VA perpetration was associated with depressive thoughts and behaviors. I discuss the implications for future research, practice, and teacher education.

ISBN: 9798698590767Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

EBD

Perceptions of Students with Emotional and Behavioral Disorders About Direct Verbal Aggression in School Settings.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
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520 $a Students identified with emotional and behavioral disorders (EBD) often have significant difficulty with social adjustment, academic engagement, and school completion, which negatively impacts their school functioning, post-school success, and community engagement. Whereas these problem behaviors may include instances of defiance, truancy, or rule breaking, one particularly challenging behavior is aggression, defined as behavior intended to harm another individual. Researchers have established that verbal aggression (VA) is the most frequent form of aggression reported in schools, however, very little is known about VA among students with EBD. In the current study I surveyed 144 students with EBD in North Carolina and Florida across nine school districts and 24 schools. Results include the prevalence of VA, responses to victimization, perceptions about teacher responsiveness, and ecological variables. Regression analyses suggest that favorable attitudes about VA and verbally aggressive friendships are associated with VA perpetration. Additionally, VA perpetration was associated with depressive thoughts and behaviors. I discuss the implications for future research, practice, and teacher education.
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