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AbstractThe present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who were working in the elementary schools in Bolu and had students with special needs in their classrooms. Ten observers recorded academic and social approval and disapproval behaviors of 43 teachers using Teacher Behaviors Observation Form. In the analysis process, descriptive statistics and Categorical logistic regression analysis techniques were used. The results of the analysis indicated that teachers used disapproval behaviors more than approval behaviors, and used academic approval and disapproval more than social approval and disapproval and recognized and responded to the behaviors of students with special needs more than their peers. Teachers mostly used 'yes' to approve academic and social behaviors, and 'don't talk, don't make noise, shut up, be quiet' and Shh!' to disapprove behaviors. This study showed that having special needs had a significant prediction in social disapproval category and not having a special need had a significant prediction in approval category.Key WordsTeacher Behaviors, Approval, Disapproval, Inclusion, Students with Special Needs.There is a positive relationship between teacher and student behaviors, and the effects of teacher behaviors on students are very strong. Studies emphasized that teachers had to approve student behaviors more in order to increase desired academic and social behaviors and decrease inappropriate behaviors (Brophy, 2006; Landrum & Kauffman, 2006; Swinson & Harrop, 2001), and the disapproval behaviors should be ultimately used (Landrum & Kauffman). Approval behaviors were described as rewarding appropriate behaviors, and they were identified if a teacher praised a student or students following an appropriate behavior, if s/he expressed his/her appreciation of a student, his/her classroom work, behavior, or performance (Gresham, 1998; 2001; Swinson & Harrop). On the other hand, disapproval behavior was described as verbally or nonverbally reprimanding or criticizing a student or students following an inappropriate behavior (Partin, 2010; Swinson & Harrop). Verbal approval behaviors were very effective in decreasing students' problem behaviors and increasing the efficiency of an intervention (Ferguson & Houghton, 1992), and if the teacher used verbal approval more, time spent on dealing with problem behaviors may decrease so the time s/he spent on academic studies may increase during the lessons (Brophy, 1983; Chalk & Bizo, 2004).For the last three decades teachers' approval and disapproval behaviors have increasingly become an area of interest (Partin, 2010). It is possible to combine the research studies related to this topic into two groups. From the first group, White (1975) was the first to record the frequency of teachers' approval and disapproval behaviors. Subsequently, Heller and White (1975), and Thomas, Presland, Grant, and Glynn (1978) conducted similar research studies and they recorded the frequency of elementary and secondary school teachers' approval and disapproval behaviors. These first studies showed that especially elementary school teachers used approval behaviors (on average .66 per minute) more than disapproval behaviors (on average .46 per minute). Moreover, Thomas et al. (1978) indicated that teachers' verbal disapproval behaviors (on average .58 per minute) were higher than their verbal approval behaviors (on average .20 per minute).The second group of research studies which were conducted since 1980 showed differences in teachers' use of approval and disapproval behaviors and especially in the first and second grades teachers used approval behaviors more frequently (Beaman & Wheldall, 2000; Harrop & Swinson, 2000; Nafpaktitis, Mayer, & Butterworth, 1985; Swinson & Harrop, 2001). …
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