ERIC Number: ED335814
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Mainstreamed Behavior Disordered Adolescents' Perceptions of Teacher Interventions.
Crowley, E. Paula
This research sought to determine the particular teacher interventions that six aggressive adolescents (ages 14.09-17.07 years) perceived as most effective in helping them to develop their academic and social skills in mainstreamed classrooms. Student interviews and classroom observations provided the data for analysis. Student characteristics and perceptions are analyzed in a case-study format and then collectively. Intervention methods perceived as helpful were flexible academic expectations, flexible behavioral expectations, personal interaction between students and teachers, and humor. Methods perceived as unhelpful included rigid academic expectations, rigid behavioral expectations, and disciplinary procedures. Eight working hypotheses, based on social learning theory and learned helplessness theory, are formulated. (Includes 14 references.) (JDD)
Descriptors: Academic Ability, Aggression, Behavior Disorders, Case Studies, Classroom Techniques, Discipline, Helping Relationship, Helplessness, High Schools, Interpersonal Competence, Intervention, Mainstreaming, Skill Development, Social Adjustment, Student Attitudes, Teacher Expectations of Students, Teacher Student Relationship, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Council for Exceptional Children (69th, Atlanta, GA, April 1-5, 1991).