Supporting Teachers’ Management of Middle School Social Dynamics The Scouting Report Process

• Published in: Intervention in school and clinic Vol. 52; no. 2; pp. 67 - 76
• Main Authors: Farmer, Thomas W., Chen, Chin-Chih, Hamm, Jill V., Moates, Meredith M., Mehtaji, Meera, Lee, David, Huneke, Michelle R.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-11-2016; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Accessibility (for Disabled); Classroom Environment; Data Collection; Evidence Based Practice; Feedback (Response); Group Dynamics; Interpersonal Relationship; Intervention; Interviews; Middle School Students; Middle School Teachers; Needs Assessment; Observation; Peer Relationship; Program Implementation; Social Environment; peer relations; disabilities; social dynamics; context-based interventions; bullying
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/1053451216636073

This describes the scouting report as an approach that social and behavior intervention specialists can use to help middle-level teachers create social contexts that support productive social roles and relationships of students with disabilities. Building from research on early adolescent social dynamics and context-based interventions to support students’ adjustment in middle-level classrooms, this manuscript describes the scouting report approach as an information collection process that can be used to (a) guide the selection and tailoring of evidence-based interventions to address the social difficulties and support needs of students with disabilities and (b) manage general social dynamics in ways that promote a positive peer culture across the classroom. A step-by-step description of the scouting report process is presented along with sample scenarios to help guide intervention specialists as they provide consultation support to middle-level general education teachers who serve students with disabilities in their classes.