Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior

Timothy L. Turco; Stephen N. Elliott

doi:10.1016/0022-4405(86)90060-9

Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior

Timothy L. Turco, Stephen N. Elliott

Research output: Contribution to journal › Article › peer-review

45 Scopus citations

Abstract

Fifth-, seventh-, and ninth-grade students (N=146) completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. The results of a factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student classroom behavior. Specifically, all students reported liking home-based interventions and did not rate public reprimand as a desirable method for changing another student's behavior. Educational ramifications and future research investigations are discussed.

Original language	English (US)
Pages (from-to)	277-283
Number of pages	7
Journal	Journal of School Psychology
Volume	24
Issue number	3
DOIs	https://doi.org/10.1016/0022-4405(86)90060-9
State	Published - 1986
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/0022-4405(86)90060-9

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title = "Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior",

abstract = "Fifth-, seventh-, and ninth-grade students (N=146) completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. The results of a factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student classroom behavior. Specifically, all students reported liking home-based interventions and did not rate public reprimand as a desirable method for changing another student's behavior. Educational ramifications and future research investigations are discussed.",

author = "Turco, {Timothy L.} and Elliott, {Stephen N.}",

note = "Funding Information: Preparation of this article was supported in part by Louisiana Department of Education Grant 84-D2-87. We gratefully acknowledge the cooperation and assistance of the students, teachers, and administrators of the St. Charles Parish Public Schools, St. Charles Borromeo School, and Sacred Heart School for allowing this research to be conducted. Requests for reprints should be sent to Stephen N. Elliott, at the Department of Psychology, Audubon Hall, Louisiana State University, Baton Rouge, LA 70803.",

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T1 - Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior

AU - Turco, Timothy L.

AU - Elliott, Stephen N.

N1 - Funding Information: Preparation of this article was supported in part by Louisiana Department of Education Grant 84-D2-87. We gratefully acknowledge the cooperation and assistance of the students, teachers, and administrators of the St. Charles Parish Public Schools, St. Charles Borromeo School, and Sacred Heart School for allowing this research to be conducted. Requests for reprints should be sent to Stephen N. Elliott, at the Department of Psychology, Audubon Hall, Louisiana State University, Baton Rouge, LA 70803.

PY - 1986

Y1 - 1986

N2 - Fifth-, seventh-, and ninth-grade students (N=146) completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. The results of a factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student classroom behavior. Specifically, all students reported liking home-based interventions and did not rate public reprimand as a desirable method for changing another student's behavior. Educational ramifications and future research investigations are discussed.

AB - Fifth-, seventh-, and ninth-grade students (N=146) completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. The results of a factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student classroom behavior. Specifically, all students reported liking home-based interventions and did not rate public reprimand as a desirable method for changing another student's behavior. Educational ramifications and future research investigations are discussed.

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Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior

Abstract

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