Group Title: relationships between the frequency of disruptive behavior and peer acceptance in pupils in selected elementary grades /
Title: The Relationships between the frequency of disruptive behavior and peer acceptance in pupils in selected elementary grades
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Permanent Link: http://ufdc.ufl.edu/UF00098849/00001
 Material Information
Title: The Relationships between the frequency of disruptive behavior and peer acceptance in pupils in selected elementary grades
Physical Description: ix, 95 leaves ; 28 cm.
Language: English
Creator: Raviv, Odey, 1949- ( Dissertant )
Dykes, Mary K. ( Thesis advisor )
Algozzine, Robert F. ( Reviewer )
Hanes, Michael ( Reviewer )
Reid, William R. ( Reviewer )
Ware, William B. ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1978
Copyright Date: 1978
 Subjects
Subjects / Keywords: School children   ( lcsh )
Special Education thesis Ph. D
School children -- Social conditions   ( lcsh )
Dissertations, Academic -- Special Education -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
 Notes
Abstract: The purpose of this study was to determine whether pupils in first, third, and fifth grade programs in elementary schools differed in their reactions to peers who exhibited disruptive behavior. Researchers have shown that various behavioral characteristics are associated with high and low sociometric status. Investigators who have examined the relationship between the behavioral characteristics of children and their status within the group have used questionnaires, rating scales, and personality tests. Direct measures of behavior which can determine the child's actual classroom behavior rarely have been used in sociometric studies . Subjects in the study were 150 pupils of five urban elementary schools in a north-central Florida county of 125,000 people. One class each from the first, third, and fifth grade programs of each school was used in the study. Ten pupils were randomly selected using a table of random numbers for each class. The 150 pupils' disruptive behavior was observed and recorded according to the number and type of disturbance by nine trained university students of special education. Each pupil was observed on three different occasions by three different observers. The disruptive behavior category scale consisted of nine categories of behavior. The total occurrences of disruptive behavior were computed for the three observation periods and each pupil's total disruptive score was calculated by adding up these sums. After completing the observation period, all members of the 15 classes completed the Peer Acceptance Rating Scale, an instrument designed to measure the acceptance of each pupil within a class. Peer acceptance rating scores were calculated for each of the 150 designated pupils. Peer acceptance rating scores for each of the 150 children and their total disruptive behavior scores were studied using a regression paradigm. Multiply regression procedures were used to test whether the regression lines for the pupils in the first, third, and fifth grade programs were parallel. The F-ratio for the differences between these three slopes was found not to be significant. The overall relationship between the frequency of disruptive behavior and peer acceptance of pupils in first, third, and fifth grade programs was not differentially determined. In a grade by grade analysis of the relationship between disruptive behavior and peer acceptance, it was found that there was a statistically significant negative correlation between total disruptive occurrences and peer acceptance rating scores among pupils in first grade programs. This finding should be regarded as tentative until replicated.
Thesis: Thesis--University of Florida.
Bibliography: Bibliography: leaves 67-72.
Statement of Responsibility: by Odey Raviv.
General Note: Typescript.
General Note: Vita.
 Record Information
Bibliographic ID: UF00098849
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000085257
oclc - 05313074
notis - AAK0605

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