NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ793286
Record Type: Journal
Publication Date: 2004
Pages: 11
Abstractor: Author
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1534-5084
Identifying the Relation between the Function of Student Problem Behavior and Teacher Instructional Behavior
Wehby, Joseph H.; Tally, Brenna B.; Falk, Katherine B.
Assessment for Effective Intervention, v30 n1 p41-51 2004
The purpose of this study was to determine the relationship between the identified function of student problem behavior and different types of teacher behavior. Students with emotional/behavioral disorders and their teacher in one classroom were observed during reading instruction. Results showed consistent patterns of teacher attention across the classrooms that related to the identified function of student behavior. However, differences emerged when subtypes of teacher attention were analyzed. Results are discussed in terms of functional assessments and teacher interaction patterns. (Contains 3 tables and 2 figures.)
PRO-ED, Inc. Available from: SAGE Publications. 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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A