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ERIC Number: EJ967963
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1363-2752
Teachers' Perspectives on Student Problematic Behavior and Social Skills
Riney, Summer Sides; Bullock, Lyndal M.
Emotional & Behavioural Difficulties, v17 n2 p195-211 2012
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavior supports (i.e. social skills training, functional behavioral assessment, and team collaboration). The results indicate that early intervention services that teach social skills and use functional behavioral assessments to deal with problem behaviors are beneficial to children displaying behavioral challenges. (Contains 7 figures and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act