With new laws and increased accountability for teachers, conducting research as a teacher—researcher in one's own classroom is one means by which teachers can help increase student success and also document effective interventions. In this article, the authors provide an overview of the responsibilities and roles of a teacher—researcher and guidelines for conducting research in the classroom.
ABSTRACT. A review was conducted of published intervention research on the self‐injurious behaviour (SIB) of individuals with severe or profound mental retardation. The review comprised articles published between 1980 and 1990. Thirty‐eight biodemographic and environmental variables were investigated, with type of SIB and intervention type considered primary variable classes. Efficacy was also investigated as an additional variable. Cross‐tabulations were performed on selected variables with 24 significant and five marginally significant results obtained. These results indicated that there were possible biases in treatment approaches, problems in compliance with standards of practice, and differential efficacy levels related to certain variable types. Findings were discussed in relation to establishing a prototype for successful SIB interventions.
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