Early educator perceptions of behavior

O'Grady, Courtney E

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https://hdl.handle.net/2142/115465 Copy

Description

Title

Early educator perceptions of behavior

Author(s)

O'Grady, Courtney E

Issue Date

2022-04-15

Director of Research (if dissertation) or Advisor (if thesis)

Ostrosky, Michaelene M

Doctoral Committee Chair(s)

Ostrosky, Michaelene M

Committee Member(s)

• Corr, Catherine
• Hemmeter, Mary Louise
• Meadan-Kaplansky, Hedda

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Early Childhood, Behavior, Perceptions

Abstract

The purpose of this study was to explore how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, while attending to how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, this study was conducted under the assumption that perceptions of behavior may be informed by teachers’ implicit biases. Fourteen teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. The children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening, while the children in the C/E group were 86% male, 14% female, 46% Black, 36% White and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. Teachers also described the positive impact from A/Z behaviors, such as feeling affirmed and encouraged, while noting that C/E behaviors left them exhausted and frustrated. Teachers mentioned families as a significant influence on behavior for both groups of children. These findings may help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices.

Graduation Semester

2022-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2022 Courtney O'Grady

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