Skills and Behavioral Problems in Students with Special Learning Disabilities: The Role of Teacher Classroom Management Styles

Abolfazl Jamshidi, Hossein Rahbar, Sajad Foroghi, Mohsen Kakaei

Abstract


The aim of this study was to investigate the role of classroom management styles in predicting social skills and behavioral problems of students with learning disabilities. This research was descriptive and correlational. The statistical population of this study was children aged 7 to 10 years with learning disabilities studying in primary schools in district 10 of Tehran. Among them, 50 people with one of the learning disabilities, their mothers and their teacher were selected by purposive sampling. Research tools included the Social Skills Questionnaire (Gresham & Elliot, 1990), and the Classroom Management Style Questionnaire (Wolfgang & Glickman, 1980). Pearson correlation test and simultaneous linear regression were used to analyze the data. The results showed that there is a negative and significant relationship between classroom management style and social skills (p <0.01). Classroom teacher management style explains 23% of students' social skills. The results also showed that there is a positive and significant relationship between classroom management style and students' behavioral problems (p <0.01). Findings show that classroom teacher management style explains behavioral problems in 17% of students. Given the classroom management styles in predicting social skills and behavioral problems in students, it is necessary for teachers to conduct workshops based on these concepts.

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References


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