Teacher Perceptions and Behavioral Strategies for Students with Emotional Disturbance across Educational Environments

Autor/inn/en	Evans, Chan; Weiss, Stacy L.; Cullinan, Douglas
Titel	Teacher Perceptions and Behavioral Strategies for Students with Emotional Disturbance across Educational Environments
Quelle	In: Preventing School Failure, 56 (2012) 2, S.82-90 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2011.574170
Schlagwörter	Behavior Problems; Intervention; Emotional Disturbances; Rating Scales; Reinforcement; Behavior Modification; Teacher Attitudes; Educational Environment; Symptoms (Individual Disorders); Mainstreaming; Rural Schools; Interpersonal Relationship; Student Characteristics; Resource Room Programs; Special Schools + Suchen Sie Ihr Suchwort? Gefühlsstörung; Rating-Skala; Positive Verstärkung; Behaviour modification; Verhaltensänderung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Psychiatrische Symptomatik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Special school; Sonderschule
Abstract	The present study examined problem characteristics of students with emotional disturbance in 3 educational environments, the behavior management and intervention strategies their teachers used, and what relation exists between problem characteristics and intervention strategies. Teachers completed a behavior problems rating scale and they indicated how frequently they used 15 strategies to address academic, externalizing, and internalizing problems. There were significant differences across environments for only 1 characteristic of emotional disturbance, physical symptoms or fears. Teachers in general education settings mainly addressed academic problems; resource/separate classroom educators used instructional, positive, and reductive strategies for academic and externalizing problems and verbal reinforcement for internalizing problems. Separate school educators used a variety of strategies consistently for all 3 problems. Implications for supporting students with emotional disturbance across educational environments are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10