Examining Teachers' Perceptions of Social-Emotional and Behavioral Referral Concerns

Autor/inn/en	Briesch, Amy M.; Ferguson, Tyler D.; Volpe, Robert J.; Briesch, Jacquelyn M.
Titel	Examining Teachers' Perceptions of Social-Emotional and Behavioral Referral Concerns
Quelle	In: Remedial and Special Education, 34 (2013) 4, S.249-256 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932512464579
Schlagwörter	Behavior Problems; Referral; Prereferral Intervention; Measures (Individuals); National Surveys; Teacher Surveys; Online Surveys; Questionnaires; Special Education; Social Problems; Emotional Problems; Goodness of Fit; Interrater Reliability + Suchen Sie Ihr Suchwort? Disziplinierung; Messdaten; Fragebogen; Special needs education; Sonderpädagogik; Sonderschulwesen; Social problem; Soziales Problem; Interrater-Reliabilität
Abstract	Although a number of empirical studies have investigated the nature of school-based referrals, predominant focus has been on referrals for psychoeducational evaluation, and social-emotional and behavioral concerns have typically been too broadly defined to provide insight into the specific problems encountered. This study aimed to identify the range of social-emotional and behavioral concerns for which teachers sought assistance from school-based intervention teams. Responses received from 154 classroom teachers nationwide indicated that defiance was the most common reason for referral, followed by inappropriate physical behavior, aggression, and social/relational problems. Referrals due to concerns with externalizing problems and attention-deficit-hyperactivity-disorder-related behaviors were significantly more common at the elementary level, whereas those related to internalizing problems were more prevalent in secondary schools. The most common outcome was a request for formal assessment, followed closely by consultation with a specialist. Limitations of this study, as well as implications for educators, are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10