A Statewide Survey of California Administrators about Behavioral Interventions in Special Education.

Autor/inn/en	Dake, Bruce; und weitere
Institution	San Diego State Univ., CA. Interwork Inst.
Titel	A Statewide Survey of California Administrators about Behavioral Interventions in Special Education.
Quelle	(1993), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Behavior Disorders; Classroom Techniques; Elementary Secondary Education; Inservice Teacher Education; Intervention; Mental Retardation; Preservice Teacher Education; School Policy; State Surveys; Student Behavior; California + Suchen Sie Ihr Suchwort? Klassenführung; Lehrerfortbildung; Geistige Behinderung; Lehramtsstudiengang; Lehrerausbildung; Schulpolitik; Student behaviour; Schülerverhalten; Kalifornien
Abstract	A state-mandated survey was conducted of 255 special education administrators in California concerning support for students receiving special education services who engage in severe problem behaviors in school settings. A student with severe behavior problems was defined as a student with mild, moderate, severe, or profound intellectual disabilities who exhibited self-injury, injury to others, property damage, and/or disruption to instruction of self or others. Some results indicated that: (1) almost 80 percent reported that their district or county program provided inservice training to improve special education teachers' skills for working with students with severe behavior problems; (2) issues addressed in training and recommended for further inservice training included crisis intervention, nonaversive behavior management, communication and behavior, suspension and expulsion, and functional analysis of problem behavior; (3) administrators felt that training information was applied to classroom management in about 50 percent of the cases; (4) 43 percent of administrators had written policies that addressed procedures for teaching students with severe behavior problems; (5) extra support was provided to about 73 percent of teachers of these students, such as an instructional aide or behavior specialist; and (6) administrators felt that teachers' preservice training was not effective in preparing them in this area. Seventeen recommendations identified by the respondents for improving support for students with severe challenging behaviors are listed. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC