Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive and harmful social act. We surveyed 279 first to 12th grade teachers of students with EBD to assess their perceptions about the harmfulness of VA, students’ intent to harm, their concern about the frequency and/or intensity of VA, and concern about types of verbally aggressive messages. We investigated if these perceptions differed when teachers considered students with EBD compared with typical peers and if special education certification related to responsiveness to VA. The majority of teachers reported that VA was either somewhat or very harmful and perceived students with EBD to be just kidding around and not intending to hurt others when perpetrating VA. Compared with noncertified colleagues, certified teachers reported more concern about VA, more intent to harm when students with EBD exhibit VA, and they were more likely than their noncertified counterparts to report the use of a structured intervention/curriculum to reduce VA. We discuss implications for special education teacher preparation and offer suggestions for further research.

中文翻译：

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情绪和行为障碍学生的言语攻击：教师对伤害的看法、关注程度以及与认证状态的关系

表现出情绪和行为障碍 (EBD) 的学生通常具有高频率的破坏性和不合规行为，包括身体和言语攻击 (VA)。身体攻击引起了学校专业人士的极大关注，尽管 VA 是一种非常普遍和有害的社会行为，但经常被忽视。我们调查了 279 名 EBD 学生的 1 至 12 年级教师，以评估他们对 VA 危害性的看法、学生的伤害意图、他们对 VA 的频率和/或强度的担忧以及对口头攻击性信息类型的担忧。我们调查了当教师将 EBD 学生与典型同龄人相比时，这些看法是否有所不同，以及特殊教育认证是否与对 VA 的反应有关。大多数教师报告说 VA 或多或少有害，并且认为患有 EBD 的学生在实施 VA 时只是在开玩笑，无意伤害他人。与未经认证的同事相比，经过认证的教师报告更多关注 VA，当 EBD 学生表现出 VA 时，他们更倾向于伤害，并且他们比未经认证的同行更有可能报告使用结构化干预/课程来减少 VA。我们讨论对特殊教育教师准备的影响，并为进一步研究提供建议。并且他们比未经认证的同行更有可能报告使用结构化干预/课程来减少 VA。我们讨论对特殊教育教师准备的影响，并为进一步研究提供建议。并且他们比未经认证的同行更有可能报告使用结构化干预/课程来减少 VA。我们讨论对特殊教育教师准备的影响，并为进一步研究提供建议。