General Education Teachers' Perceptions of Behavior Management and Intervention Strategies

Autor/inn/en	Tillery, Amy Dutton; Varjas, Kris; Meyers, Joel; Collins, Amanda Smith
Titel	General Education Teachers' Perceptions of Behavior Management and Intervention Strategies
Quelle	In: Journal of Positive Behavior Interventions, 12 (2010) 2, S.86-102 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300708330879
Schlagwörter	Classroom Techniques; Student Behavior; Intervention; General Education; Teacher Attitudes; Behavior Modification; Interviews; Grade 1; Kindergarten; Reinforcement; Faculty Development; Rural Schools; Behavior Problems; Attitude Measures + Suchen Sie Ihr Suchwort? Klassenführung; Student behaviour; Schülerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerverhalten; Behaviour modification; Verhaltensänderung; Interviewing; Interviewtechnik; School year 01; 1. Schuljahr; Schuljahr 01; Positive Verstärkung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	In-depth qualitative interviews were conducted with kindergarten and first-grade general education teachers to determine their perceptions of student behavior. This study describes the teachers' perspectives of and approaches to behavior management and intervention strategies (e.g., use of praise, rewards, implementation of classroom management, and knowledge about PBIS and RTI). A unique contribution of this study is the in-depth data that provide specific descriptions of the teachers' perceptions. Findings indicated that the teachers in this study tended to concentrate more on individual student behavior when describing behavior management strategies than on group or schoolwide behavior. In addition, the teachers were unfamiliar with RTI and PBIS despite training occurring in the system on these initiatives during the study. Lastly, the teachers perceived themselves as strong influences on student behavior development and described the use of positive strategies. Meeting teachers' training needs for implementation of schoolwide PBIS and topics for future research are discussed. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10