Teacher Perceptions of School-Based Interventions

摘要: This article reports the results of a study investigating teachers' perceptions intervention alternatives used to control classroom behavior problems. Regular and special educators from two-state area completed 65-item questionnaire assessing relative effectiveness, ease use, frequency use variety strategies for treatment Results indicated that responses factored into clearly defined categories. Further, teachers differentially rated these categories in terms their use. Strategies as most effective, easiest frequently by both regular included interventions either redirected students toward appropriate or involved manipulation rewards. are discussed implications school-based consultants who interact with concerning control, of...