We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
Examining Teachers’ Perceptions of Social-Emotional and Behavioral Referral Concerns.
- Authors
Briesch, Amy M.; Ferguson, Tyler D.; Volpe, Robert J.; Briesch, Jacquelyn M.
- Abstract
Although a number of empirical studies have investigated the nature of school-based referrals, predominant focus has been on referrals for psychoeducational evaluation, and social-emotional and behavioral concerns have typically been too broadly defined to provide insight into the specific problems encountered. This study aimed to identify the range of social-emotional and behavioral concerns for which teachers sought assistance from school-based intervention teams. Responses received from 154 classroom teachers nationwide indicated that defiance was the most common reason for referral, followed by inappropriate physical behavior, aggression, and social/relational problems. Referrals due to concerns with externalizing problems and attention-deficit-hyperactivity-disorder-related behaviors were significantly more common at the elementary level, whereas those related to internalizing problems were more prevalent in secondary schools. The most common outcome was a request for formal assessment, followed closely by consultation with a specialist. Limitations of this study, as well as implications for educators, are discussed.
- Subjects
MASSACHUSETTS; BEHAVIOR disorders in children; CHI-squared test; CONTENT analysis; MEDICAL referrals; QUESTIONNAIRES; STATISTICAL sampling; COLLEGE teacher attitudes; PSYCHOEDUCATION
- Publication
Remedial & Special Education, 2013, Vol 34, Issue 4, p249
- ISSN
0741-9325
- Publication type
Article
- DOI
10.1177/0741932512464579