1*I
IN BRIEF
The Effects of Labels and Behavior on Teacher Expectations BOB ALGOZZINE CECIL D. MERCER TERRY COUNTERMINE Ecological theorists have suggested that an individual's behavior may be a source of discordance within his or her environment (Rhodes, 1967; 1970). Within this framework. behaviors as well as other individuals' reactions to those behaviors are important. Disturbing behavior that is thought to be characteristic of emotional disturbance has been investigated; differences in reactions to these behaviors have been demonstrated (Algozzine, 1977). Recent literature has shown that special education labels assigned to children may generate negative expectations when compared to the normal label. For example. Foster, Ysseldyke, and Reese (1975) measured expectations for a normal 4th grade child who was represented as both normal and emotionally disturbed; they concluded that the disturbed label had negative effects. Similar results have been demonstrated for the learning disabilities label (Foster, Schmidt, & Sabatino, 1976). The purpose of this investigation was to study the effects of labels and label appropriate and label nonappropriate behavior on individuals' attitudes toward the disturbance and acceptability of that behavior. It was hypothesized that tolerance, as measured by ratings of disturbingness and acceptability of behavior, would be differentially effected by the label and behavior manipulations. Exceptional Children
Procedure
Each of the subjects (n = 128) was asked to complete a set of questions based on information presented in one of four randomly assigned case studies. The behavior rating scale section of each case study contained behaviors thought to be characteristic of learning disabled or emotionally disturbed children; other indications of perceptual and behavioral problems were interchanged within the categorical labels to simulate the four conditions of interest [i.e., learning disabled label-learning disabled behavior, learning disabled label-emotionally disturbed behavior, emotionally disturbed label-learning disabled behavior, emotionally disturbed label-emotionally disturbed behavior). The dependent measure required responses to the relative disturbingness and acceptability of the behavior of the child in the case study. Results
Analyses of the subjects' responses indicated that behaviors of the emotionally disturbed were more disturbing and less accepted when they were thought to be exhibited by a learning disabled youngster than when they were thought to be the behavior of an emotionally disturbed child. Disruptive. aggressive behavior was less tolerable when thought to be the behavior of a learning disabled rather than an emotionally disturbed child. The learning disabled behavior was moderately disturbing and acceptable but not significantly influential as a function of the label 131
assigned to the child thought to have exhibited the behavior.
Rhodes, W. C. The disturbing child: A problem of ecological management. Exceptional Children,
Discussion
Rhodes, W. C. A community participation analysis of emotional disturbance. Exceptional Children,
1967, 33, 449-455.
A variety of behaviors and child characteristics [i.e., stimulus qualities) exist that may affect interpersonal relationships and interactions. Traditionally, these features or assigned qualities [i.e., emotional disturbance) have been thought to exist within the individual and thereby be cause for concern. This research suggests that the responses of. other individuals to the stimulus qualities and behaviors are equally as important. It seems that labels may represent convenient reference points that serve as indicators for acceptance and tolerance of behavior. The implications of this study suggest that labels may generate restrictive tolerances for acceptable behavior. An individual bearing a deviancy related label is expected to behave in a characteristic fashion. A homeostatic balance is achieved when behaviors and expectations are matched and imbalances (disturbances) occur when behaviors are beyond expected or tolerated limits. This implies that some of the characteristic disturbances or disabilities thought to exist in children may, in fact. be the result of disturbances in the interface between the child's behavior and other individuals' attitudes (expectations) toward that behavior as determined by the label assigned to the child. References Algozzine, R. The disturbing child: What you see is what you get? Alberta Journal of Educational Research, 1977,22,330-333. Foster, G., Schmidt, C., & Sabatino, D. Teacher expectancies and the label "learning disabilities." Journal of Learning Disabilities, 1976, 9, 58-61. Foster, G. G., Ysseldyke, J. E., & Reese, J. H. I wouldn't have seen it if I hadn't believed it. Exceptional Children, 1975, 41, 469-473.
132
1970, 36, 309-314.
BOB ALGOZZINE is Assistant Professor, and CECIL D. MERCER is Associate Professor, Department of Special Education, University of Florida, Gainesville; and TERRY COUNTERMINE is Assistant Professor, School of Education, The Pennsylvania State University, University Park.
Note: The journal receives many more manuscripts of interest and worth than space permits publishing in full. This department, In Brief. will present shortened versions of some articles as recommended by associate editors. Authors have agreed to furnish interested readers with full copies of the papers if requested. The full length article must have been submitted for review and the author{s) will prepare the Briefs.
Attention CEC Members If you have a change of address, please call us at our toll free number (800-336-3728) so we can immediately correct our mailing labels and allow your journals to reach you on schedule. The toll free number is not yet available in Canada, Alaska, or Hawaii. Virginia members should call us collect (703-6203660).
October 1977
IN BRIEF
The Effects of Labels and Behavior on Teacher Expectations BOB ALGOZZINE CECIL D. MERCER TERRY COUNTERMINE Ecological theorists have suggested that an individual's behavior may be a source of discordance within his or her environment (Rhodes, 1967; 1970). Within this framework. behaviors as well as other individuals' reactions to those behaviors are important. Disturbing behavior that is thought to be characteristic of emotional disturbance has been investigated; differences in reactions to these behaviors have been demonstrated (Algozzine, 1977). Recent literature has shown that special education labels assigned to children may generate negative expectations when compared to the normal label. For example. Foster, Ysseldyke, and Reese (1975) measured expectations for a normal 4th grade child who was represented as both normal and emotionally disturbed; they concluded that the disturbed label had negative effects. Similar results have been demonstrated for the learning disabilities label (Foster, Schmidt, & Sabatino, 1976). The purpose of this investigation was to study the effects of labels and label appropriate and label nonappropriate behavior on individuals' attitudes toward the disturbance and acceptability of that behavior. It was hypothesized that tolerance, as measured by ratings of disturbingness and acceptability of behavior, would be differentially effected by the label and behavior manipulations. Exceptional Children
Procedure
Each of the subjects (n = 128) was asked to complete a set of questions based on information presented in one of four randomly assigned case studies. The behavior rating scale section of each case study contained behaviors thought to be characteristic of learning disabled or emotionally disturbed children; other indications of perceptual and behavioral problems were interchanged within the categorical labels to simulate the four conditions of interest [i.e., learning disabled label-learning disabled behavior, learning disabled label-emotionally disturbed behavior, emotionally disturbed label-learning disabled behavior, emotionally disturbed label-emotionally disturbed behavior). The dependent measure required responses to the relative disturbingness and acceptability of the behavior of the child in the case study. Results
Analyses of the subjects' responses indicated that behaviors of the emotionally disturbed were more disturbing and less accepted when they were thought to be exhibited by a learning disabled youngster than when they were thought to be the behavior of an emotionally disturbed child. Disruptive. aggressive behavior was less tolerable when thought to be the behavior of a learning disabled rather than an emotionally disturbed child. The learning disabled behavior was moderately disturbing and acceptable but not significantly influential as a function of the label 131
assigned to the child thought to have exhibited the behavior.
Rhodes, W. C. The disturbing child: A problem of ecological management. Exceptional Children,
Discussion
Rhodes, W. C. A community participation analysis of emotional disturbance. Exceptional Children,
1967, 33, 449-455.
A variety of behaviors and child characteristics [i.e., stimulus qualities) exist that may affect interpersonal relationships and interactions. Traditionally, these features or assigned qualities [i.e., emotional disturbance) have been thought to exist within the individual and thereby be cause for concern. This research suggests that the responses of. other individuals to the stimulus qualities and behaviors are equally as important. It seems that labels may represent convenient reference points that serve as indicators for acceptance and tolerance of behavior. The implications of this study suggest that labels may generate restrictive tolerances for acceptable behavior. An individual bearing a deviancy related label is expected to behave in a characteristic fashion. A homeostatic balance is achieved when behaviors and expectations are matched and imbalances (disturbances) occur when behaviors are beyond expected or tolerated limits. This implies that some of the characteristic disturbances or disabilities thought to exist in children may, in fact. be the result of disturbances in the interface between the child's behavior and other individuals' attitudes (expectations) toward that behavior as determined by the label assigned to the child. References Algozzine, R. The disturbing child: What you see is what you get? Alberta Journal of Educational Research, 1977,22,330-333. Foster, G., Schmidt, C., & Sabatino, D. Teacher expectancies and the label "learning disabilities." Journal of Learning Disabilities, 1976, 9, 58-61. Foster, G. G., Ysseldyke, J. E., & Reese, J. H. I wouldn't have seen it if I hadn't believed it. Exceptional Children, 1975, 41, 469-473.
132
1970, 36, 309-314.
BOB ALGOZZINE is Assistant Professor, and CECIL D. MERCER is Associate Professor, Department of Special Education, University of Florida, Gainesville; and TERRY COUNTERMINE is Assistant Professor, School of Education, The Pennsylvania State University, University Park.
Note: The journal receives many more manuscripts of interest and worth than space permits publishing in full. This department, In Brief. will present shortened versions of some articles as recommended by associate editors. Authors have agreed to furnish interested readers with full copies of the papers if requested. The full length article must have been submitted for review and the author{s) will prepare the Briefs.
Attention CEC Members If you have a change of address, please call us at our toll free number (800-336-3728) so we can immediately correct our mailing labels and allow your journals to reach you on schedule. The toll free number is not yet available in Canada, Alaska, or Hawaii. Virginia members should call us collect (703-6203660).
October 1977
