English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Individual social status among peers (i.e., acceptance and rejection) has important implications for students’ social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. School staff reported on problem behavior and social status of 1125 students with ID ( M  = 11.26 years,  SD  = 3.76; 31% female) in special needs schools at the beginning and end of a school year. More individual problem behavior at the beginning of the year predicted students’ lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings.

journal of mental health research in intellectual disabilities

Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students’ Problem Behavior and Descriptive Classroom Norms