Although a consensual description of the effective teacher is emerging from recent research, studies have seldom included students classified as behaviorally disordered for special education. Students presenting behavior problems have been included in studies of effective teaching, but available data suggest that these students do not exhibit the severe, protracted disorders typical of those identified as having behavioral disorders. Research related to the classroom behavior, demandingness, and beliefs of effective teachers of nonhandicapped students with behavior problems was reviewed. Given that students with behavioral disorders exhibit particularly severe and protracted conduct problems, it is questionable whether the same generic teaching skills, attitudes, and beliefs shown to be effective with difficult students not identified as handicapped are equally effective with those identified as having behavioral disorders. Generic teaching skills appear to be sufficient for dealing with typical behavior problems. Nevertheless, different attitudes and additional skills may be required for effective teaching of students with behavioral disorders. Further research is needed to define these attitudes and skills.
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