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Managing students with behavior disorders: perceived efficacy of interventions
1Iowa State University, Ames 50011, USA.
Psychological Reports
|June 1, 1997
Summary
Teachers perceive 22 of 30 interventions as effective for students with behavior disorders, while 8 are seldom effective. This research informs teacher training and best practices for supporting students with behavioral challenges.
Area of Science:
- * Educational Psychology
- * Special Education
Background:
- * Teachers of students with behavior disorders utilize various interventions.
- * Understanding the perceived efficacy of these interventions is crucial for effective teaching.
Purpose of the Study:
- * To examine teachers' perceptions of the efficacy of commonly used interventions for students with behavior disorders.
- * To identify which interventions are perceived as effective and which are seldom effective.
Main Methods:
- * Survey of 149 teachers regarding 30 interventions.
- * Data collected on approximately 1200 students labeled behaviorally disordered.
- * Teachers ranked interventions based on perceived effectiveness.
Main Results:
- * 22 out of 30 interventions were ranked as effective by teachers.
- * 8 interventions were more often ranked as seldom effective.
- * Significant variation in perceived intervention efficacy was observed.
Conclusions:
- * Findings highlight a need to refine teacher preparation programs.
- * Identifies specific interventions that may be more beneficial for students with behavior disorders.
- * Emphasizes the importance of evidence-based practices in special education.
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