An exploration of the relationship between pedagogy and behavior for a student with an emotional disturbance involved in multiple changes of placement

This single case study explores the lived experience of a fourth grade special education student designated with an emotional disturbance as he transitions from a general education classroom to multiple educational placements. The study describes the subject's educational placements from August of 2005, through February of 2006. The researcher explores the relationship between pedagogy and behavior through interviews, observations and document analysis. The final placement is a public education separate setting for a student with an emotional disturbance. The narrative includes an in depth description of the settings, teacher pedagogy, and the significant behaviors of the student as he experiences multiple changes of placement.;A history of special education with emphasis in the areas of placement, emotional disturbance, transition and least restrictive environment provides the background to the change of placement process. The self-efficacy of the student is observed in relation to curriculum and instruction. The researcher examines the concept of curriculum and instructional choices as important influences on motivation and behavior.;The findings of the study indicate a relationship between pedagogy and behavior. Pedagogy in the final placement addresses the academic needs of the subject and results in increased academic self-efficacy. The behavior of the subject improves in relation to his increased sense of academic self-efficacy. The final placement also provides (a) pedagogy which considers the subject's prior knowledge and experiences; (b) a behavior management system that is incorporated into the program's daily schedule and (c) adequate support staff and time for collaboration.;The findings indicate that the successful pedagogical approaches of the final separate public setting could be applied in the subject's neighborhood school. Providing similar programs in the general education setting would prevent students from undergoing multiple changes of placement and from remaining in restrictive settings for long periods of time. The study recommends a school vision to include students with emotional disturbance rather than utilizing multiple placement changes which result in an inconsistent educational program.