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Behavior problems in the classroom: A national survey of inter ventions used by classroom teachers
Author(s) -
Ringer Merikay M.,
Doerr Patricia F.,
Hollenshead Jean H.,
Wills Georgia D.
Publication year - 1993
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199304)30:2<168::aid-pits2310300209>3.0.co;2-2
Subject(s) - psychological intervention , psychology , intervention (counseling) , special education , stratified sampling , affect (linguistics) , sample (material) , mathematics education , class (philosophy) , developmental psychology , medicine , chemistry , communication , pathology , chromatography , artificial intelligence , psychiatry , computer science
Research has investigated different variables involved in the implementation of behavioral interventions in the classroom. Results suggest that different factors such as acceptability of the intervention, psychologist‐related variables, teachers' preferences, variables involving the intervention itself, and children's intervention preferences affect the implementation of behavioral interventions. However, no research has investigated the types of interventions teachers actually use in the classroom for behavior problems. This study surveyed a national stratified random sample of 228 regular and special education teachers. A questionnaire that had been previously developed by the researchers was utilized to ask what methods were used by the teachers to remediate behavior problems in their classrooms. Data were analyzed to determine types of interventions used and relationships to gender, degree, type of school (elementary, middle, or high school), grade taught, type of class (regular or special education), and region. Implications for school psychologists are discussed.