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Teacher's Intervention Choices for Children Exhibiting Different Behaviors in School.

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Bibliographic Details
Title:	Teacher's Intervention Choices for Children Exhibiting Different Behaviors in School.
Language:	English
Authors:	Algozzine, Bob, Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Peer Reviewed:	N
Page Count:	49
Publication Date:	1982
Sponsoring Agency:	Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Document Type:	Reports - Research
Descriptors:	Behavior Problems, Elementary Education, Intervention, Mainstreaming, Maturity (Individuals), Perceptual Handicaps, Primary Education, Student Evaluation, Teacher Attitudes
Abstract:	One hundred and seventy-four elementary classroom teachers reviewed a case study on a third-grade male student exhibiting either unmanageable behavior, socially immature behavior, or perceptual difficulties within the classroom, and then indicated their agreement with 40 statements of possible interventions for the student. A factor analysis indicated that teachers preferred interventions in which they would be involved. Different interventions were recommended for students exhibiting different behaviors approximately one-half the time. More severe interventions (e.g., drug therapy) were favored more often for an unmanageable student, and less severe ones (e.g., peer tutoring) for a student with perceptual difficulties. The results are discussed with regard to implications for serving students exhibiting different behaviors in school. (Author)
Entry Date:	1983
Accession Number:	ED224192
Database:	ERIC

Description
Abstract:	One hundred and seventy-four elementary classroom teachers reviewed a case study on a third-grade male student exhibiting either unmanageable behavior, socially immature behavior, or perceptual difficulties within the classroom, and then indicated their agreement with 40 statements of possible interventions for the student. A factor analysis indicated that teachers preferred interventions in which they would be involved. Different interventions were recommended for students exhibiting different behaviors approximately one-half the time. More severe interventions (e.g., drug therapy) were favored more often for an unmanageable student, and less severe ones (e.g., peer tutoring) for a student with perceptual difficulties. The results are discussed with regard to implications for serving students exhibiting different behaviors in school. (Author)