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This study evaluated gender differences in both teacher ratings and direct classroom observations of problem behavior among elementary students with or at risk of emotional and behavioral disorder (EBD) (N = 352). Significant gender effects appeared for teacher-rated problem behavior, social skills, and academic competence, while direct observation and reading measures showed no significant male–female differences. Findings suggest gender may guide intervention planning and implementation, and future work will inform how teachers’ perceptions interact with student gender.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classroom-behavior-of-students-with-or-at-risk-of-ebd-student-gender-affects-teacher-ratings-but-not-direct-observations/594980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classroom-behavior-of-students-with-or-at-risk-of-ebd-student-gender-affects-teacher-ratings-but-not-direct-observations/594980.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study find about student gender in teacher ratings?","Question",{"text":112,"@type":113},"Teacher ratings showed significant gender differences in problem behavior, social skills, and academic competence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did direct observations show gender differences in problem behavior?",{"text":117,"@type":113},"No. Direct observation measures of classroom behavior and reading skills did not show significant differences between male and female students.",{"name":119,"@type":110,"acceptedAnswer":120},"Why might student gender be important for interventions for EBD?",{"text":121,"@type":113},"The results suggest gender can be a critical factor when planning interventions, particularly through how teachers perceive students and select supports.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594980,1792144892,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations  \nAmanda W. Sheaffer, PhD 1, Caitlyn E. Majeika, PhD2 , Allison F. Gilmour, PhD3, and Joseph H. Wehby, PhD 1  \nBehavioral Disorders 2021, Vol. 46(2) 96–107  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0198742920911651](DOI: 10.1177/0198742920911651)[ ](DOI: 10.1177/0198742920911651)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nAbstract  \nAs the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers’ perceptions of students with problem behavior vary by student gender, we evaluated gender differences in teacher ratings and direct observations of classroom problem behavior for elementary students with or at risk of emotional and behavioral disorder (EBD; N = 352) . We found significant gender differences for teacher ratings of problem behavior, social skills, and academic competence. However, we did not find significant differences between male and female students on direct observation measures of behavior or reading skills. These findings provide evidence suggesting that student gender may be a critical factor in addressing classroom problem behavior. Future work in this area will help guide researchers and practitioners in considering how student gender and related teachers’ perceptions may inform intervention selection and implementation for students with or at risk of EBD.  \nKeywords  \nperceptions, teacher(s), disorders, behavior(s), elementary, age group  \nStudents with emotional and behavioral disorder (EBD) share common characteristics including the frequent display of problem behavior, academic difficulty, and social skills deficits. Although intervention development and selection for students with or at risk of EBD has historically targeted specific skill deficits, scholars have also recently focused on identifying key correlates, referred to as critical factors, that may be important considerations in the intervention planning process (Majeika et al., 2020; Sterrett et al., 2020; Wehby & Kern, 2014) . Importantly, past research finds that students with or at risk of EBD may exhibit different characteristics depending on their gender (e.g., Docherty et al., 2016), making gender a potentially important critical factor to consider during intervention planning. In the following sections, we provide a brief overview of students with EBD and present a rationale for examining gender of students with or at risk ofEBD as a potential critical factor to inform future intervention development, before presenting the research questions driving the present study.  \nCharacteristics of Students With or At Risk of EBD  \nBy definition, students with or at risk of EBD are prone to convergent behavioral, academic, and social risk factors and exhibit maladaptive behavior that prevents them from forming appropriate relationships and inhibits their learning. Examples include high rates of disruptive classroom behavior (Erickson et al., 2006; Kelly & Shogren, 2014; Turtura et al., 2014), poor social skills (Gresham et al., 2011; McEvoy & Welker, 2000; Quinn et al., 1999), and academic skill deficits (Bub et al., 2007; Gage et al., 2017;  \n1 Vanderbilt University, Nashville, TN, USA 2University of North Texas, Denton, USA 3Temple University, Philadelphia, PA, USA  \nCorresponding Author:  \nAmanda W. Sheaffer, Department of Special Education, Vanderbilt University, OMC, 110 Magnolia Circle, Nashville, TN 37203, USA. Email: [amanda.w.sheaffer@vanderbilt.edu](amanda.w.sheaffer@vanderbilt.edu)  \nLane et al., 2008) . Stu","cbCaiu59dS712xsS","https://ap.wps.com/l/cbCaiu59dS712xsS","pdf",542588,12,"English","# Abstract\n## Students with emotional and behavioral disorder (EBD)\n## Characteristics of Students With or At Risk of EBD\n## Life outcomes and the need for research\n## Intervention focus and rationale","[{\"question\":\"What did the study find about student gender in teacher ratings?\",\"answer\":\"Teacher ratings showed significant gender differences in problem behavior, social skills, and academic competence.\"},{\"question\":\"Did direct observations show gender differences in problem behavior?\",\"answer\":\"No. Direct observation measures of classroom behavior and reading skills did not show significant differences between male and female students.\"},{\"question\":\"Why might student gender be important for interventions for EBD?\",\"answer\":\"The results suggest gender can be a critical factor when planning interventions, particularly through how teachers perceive students and select supports.\"}]","Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations | PDF",1792080214]