{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115465"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115465","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Early educator perceptions of behavior","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","abstract_has_math":false,"creators":["O'Grady, Courtney E"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M","Corr, Catherine","Hemmeter, Mary Louise","Meadan-Kaplansky, Hedda"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:54Z","subjects":["Early Childhood","Behavior","Perceptions"],"languages":["en","eng"],"rights":["Copyright 2022 Courtney O'Grady"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115465","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M","Corr, Catherine","Hemmeter, Mary Louise","Meadan-Kaplansky, Hedda"]},{"key":"dc:creator","label":"Author","values":["O'Grady, Courtney E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-15"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early Childhood","Behavior","Perceptions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Courtney O'Grady"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115465"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Courtney O'Grady, accepted the attached license on 2022-04-15 at 10:47.","The student, Courtney O'Grady, submitted this Dissertation for approval on 2022-04-15 at 10:52.","This Dissertation was approved for publication on 2022-04-15 at 16:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17702 on 2022-11-11 at 13:15:20","The purpose of this study was to explore how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, while attending to how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, this study was conducted under the assumption that perceptions of behavior may be informed by teachers’ implicit biases. Fourteen teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. The children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening, while the children in the C/E group were 86% male, 14% female, 46% Black, 36% White and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. Teachers also described the positive impact from A/Z behaviors, such as feeling affirmed and encouraged, while noting that C/E behaviors left them exhausted and frustrated. Teachers mentioned families as a significant influence on behavior for both groups of children. These findings may help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Early educator perceptions of behavior"]}]}],"canonical_facts":{"dc:contributor":["Ostrosky, Michaelene M","Corr, Catherine","Hemmeter, Mary Louise","Meadan-Kaplansky, Hedda"],"dc:creator":["O'Grady, Courtney E"],"dc:date":["2022-05","2022-04-15"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms","The student, Courtney O'Grady, accepted the attached license on 2022-04-15 at 10:47.","The student, Courtney O'Grady, submitted this Dissertation for approval on 2022-04-15 at 10:52.","This Dissertation was approved for publication on 2022-04-15 at 16:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17702 on 2022-11-11 at 13:15:20","The purpose of this study was to explore how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, while attending to how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, this study was conducted under the assumption that perceptions of behavior may be informed by teachers’ implicit biases. Fourteen teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. The children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening, while the children in the C/E group were 86% male, 14% female, 46% Black, 36% White and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. Teachers also described the positive impact from A/Z behaviors, such as feeling affirmed and encouraged, while noting that C/E behaviors left them exhausted and frustrated. Teachers mentioned families as a significant influence on behavior for both groups of children. These findings may help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115465"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Courtney O'Grady"],"dc:subject":["Early Childhood","Behavior","Perceptions"],"dc:title":["Early educator perceptions of behavior"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}