Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior

Timothy L. Turco, Stephen Elliott

Research output: Contribution to journalArticle

37 Citations (Scopus)

Abstract

Fifth-, seventh-, and ninth-grade students (N=146) completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. The results of a factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student classroom behavior. Specifically, all students reported liking home-based interventions and did not rate public reprimand as a desirable method for changing another student's behavior. Educational ramifications and future research investigations are discussed.

Original languageEnglish (US)
Pages (from-to)277-283
Number of pages7
JournalJournal of School Psychology
Volume24
Issue number3
DOIs
StatePublished - 1986
Externally publishedYes

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rating
Students
classroom
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analysis of variance
Analysis of Variance

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior. / Turco, Timothy L.; Elliott, Stephen.

In: Journal of School Psychology, Vol. 24, No. 3, 1986, p. 277-283.

Research output: Contribution to journalArticle

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