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ERIC Number: ED253318
Record Type: RIE
Publication Date: 1984
Pages: 39
Abstractor: N/A
Reference Count: 0
Assessment of Students' Acceptability of Teacher-Initiated Interventions for Classroom Misbehaviors.
Turco, Timothy L.; Elliott, Stephen N.
Investigated in this study were the influences of race, sex, and grade level on children's judgments of the acceptability of various intervention methods for dealing with two classroom problem behaviors: disturbing other students and destroying other students' property. In addition, the developmental applicability of the Children's Intervention Rating Profile (CIRP) was tested. A total of 225 fifth graders, 228 seventh graders, and 240 ninth graders participated. Intervention techniques rated included no recess, "time out," going to the principal's office, reward with tokens, public reprimand, public praise, private reprimand, private praise, self-monitored punishment, self-monitored reward, home-administered punishment, and home-adminstered reward. Results of a factorial analysis of variance indicated that intervention methods, student sex, grade placement, and severity of behavior problem significantly affected participants' ratings of intervention acceptability. Further analyses were undertaken to identify the intervention preferences of students at each grade level. In general, students reported liking home-based interventions but did not rate public reprimand as a desirable method for changing another student's behavior. Only ninth graders indicated a sensitivity to selecting intervention methods based upon the severity of the problem and the sex of the respondent. Educational ramifications and future research investigations are discussed. A reference list, six tables, and five figures are appended. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Louisiana State Dept. of Education, Baton Rouge.
Authoring Institution: N/A
Identifiers: Childrens Intervention Rating Profile
Note: Paper presented at the Meeting of the National Association of School Psychologists (Philadelphia, PA, April 20, 1984). Tables contain small print.