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The study described special education teachers’ responses to such behaviours in pupils. Over six months, eight teachers and twelve children with intellectual disability were observed. Teachers completed questionnaires on emotional reactions to, and understanding of, challenging behaviours, and reported behavioural and emotional responses to vignette scenarios. 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Given the implications of these observations, the present study sought to describe special education teachers’responses to challenging behaviours displayed by their pupils. Eight teachers and 12 children with intellectual disability who manifested challenging behaviours were observed over the course of six months. Teachers completed questionnaires regarding their emotional reactions to, and understanding of, challenging behaviours. They also  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nreported their behavioural and emotional responses to challenging behaviours described in vignettes. The combination of observation and questionnaires provided a more comprehensive understanding of teachers’ attitudes toward challenging behaviours. Results indicateda discrepancy between reported and observed behaviours. Teachers preferred verbal interventions or not responding to challenging behaviours. The analysis of interactions between teachers and their pupils highlighted relationships between emotions, attributions, and several behaviours.  \nKeywords: attitude, attribution, challenging behaviour, emotions, observation, teachers  \nRésumé  \nLes études ont démontré que les interactions entre les intervenants et les personnes ayantune déficience intellectuelle peuvent avoir un effet sur le développement ou le maintien des troubles du comportement chez ces dernières. Considérant la portée de ce constat, laprésente étude propose une analyse descriptive des réactions des enseignants travaillant dans des classes spéciales face aux comportements problématiques de leurs élèves. Huitenseignants et douze enfants ayant une déficience intellectuelle et présentant des troubles du comportement ont été observés pendant une période de six mois. Les enseignants ont remplides questionnaires permettant de recueillir de l’information concernant leurs émotions face aux troubles du comportement et leur compréhension de ces derniers. Ils ont également fait part de leurs réactions comportementales et émotionnelles en réponse à des comportements problématiques décrits dans des mises en situation. L’observation associée aux questionnaires a permis une compréhension plus globale des attitudes des enseignants envers les troubles du comportement. Les résultats démontrent que les comportements observés diffèrent des comportements rapportés. Il apparaît que les enseignants favorisent les interventions verbales ou n’interviennent pas face aux troubles du comportement. L’analyse des interactions entre les enseignants et leurs élèves met en évidence le lien existant entre les émotions, les attributions et plusieurs comportements.  \nMots-clés : attitude, attribution, comportements problématiques, émotions, observation, enseignants  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nBetween 10 and 60% of people with intellectual disability (ID) of all ages manifest challenging behaviours (Crocker et al., 2006; Emerson et al., 2001; Holden & Gitlesen, 2006; L’Abbé & Morin, 2001; Willaye & Magerotte, 2008). According to Tassé and colleagues (2010), challenging behaviours are defined as follows: “Action or set ofactions that are judged to be problematic because they deviate of the social, cultural or developmental normsand they are prejudicial to the person or to her social or physical environment”(p. 68) .  \nChild","cbCaiqLcJhvA0z50","https://ap.wps.com/l/cbCaiqLcJhvA0z50","pdf",295136,31,"English","# Introduction\n## Challenging Behaviours and Teachers’ Emotions","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To describe how special education teachers respond to challenging behaviours displayed by their pupils with intellectual disability.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"Eight teachers and twelve children with intellectual disability were observed over six months. Teachers completed questionnaires and reported responses to challenging-behaviour vignettes.\"},{\"question\":\"What did the results show about teachers’ responses?\",\"answer\":\"Teachers showed discrepancies between reported and observed behaviours and tended to prefer verbal interventions or not responding.\"}]","Situation in Special Education - Interaction between Teachers and Children Who Have Intellectual Disability and Who Display Challenging Behaviours | PDF",1792082695,78]