CROWING NUMBERS OF CHILDREN IN

This article presents the results of a 3-year study designed to detail the ongoing reciprocal sequence of interactions between teachers and students around disruptive behaviors in general education classrooms. The ongoing reciprocal interactions of teachers and 99 target students (i.e., those who exhibited high rates and/or severe forms of disruptive behavior) and 278 criterion students (i.e., those who did not ex-hibit disruptive behaviors or other behavioral adjustment problems) regarding disruptive behaviors were observed in general education classrooms.The results revealed that there were no differences in the rela-tive occurrences of disruptive behaviors of target and criterion students across a wide range of ecolog-ical contexts. In addition, the disruptive behaviors of target students appeared to be somewhat unstop-pable relative to criterion students, and the ongoing reciprocal interaction behaviors of both teachers and students remained constant over time.Teachers, however, were more likely to respond negatively to the disruptive behaviors of target students than to those of criterion students. The results and their implications are discussed