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