Boy in the bubble: Effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders

Kimber W. Malmgren, Julie N. Causton-Theoharis

Research output: Contribution to journalArticle

31 Scopus citations

Abstract

Peer interactions are a critical component of learning; however, students with emotional and behavioral disorders (EBD) are at particular risk of social isolation at school. As students with EBD are increasingly included in general education settings, a better understanding of what affects their interactions is needed. In this qualitative study, structured observations and semi-structured interviews were used to gain an understanding of how specific classroom environmental and pedagogical decisions (i.e., instructional groupings, overall classroom environment, task structure, and proximity of adults) affected the peer interactions of a 2nd-grade student with EBD who was educated in an inclusive classroom with the support of a full-time paraprofessional. Analysis revealed that close physical proximity of the paraprofessional significantly impeded the number of interactions experienced by the student.

Original languageEnglish (US)
Pages (from-to)301-312
Number of pages12
JournalJournal of Research in Childhood Education
Volume20
Issue number4
DOIs
StatePublished - Jun 2006

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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