Teachers' Perceptions of Problem Behavior in General and Special Education

Ritter, David R.

doi:10.1177/001440298905500610

Cited by 48 publications

(29 citation statements)

References 18 publications

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“…Teachers are likely to refer children for externalizing behaviors such as talking out of turn, being out of seat, noncompliance, and disruptiveness (Conotey & Conoley, 1991). In contrast, internalizing problems such as depression, anxiety and social withdrawal do not consistently lead to referral for services (Ritter, 1989) as these behaviors are not as observable, and are less likely to interfere with teaching. This leads to lack of intervention for a large group of children who need it, even when the service is readily available.…”

Section: Current Problems and Needs Of School Mental Health Servicesmentioning

confidence: 97%

School-based mental health services in the united states: History, current models and needs

Flaherty

Weist

Warner

1996

Community Ment Health J

105

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Children's mental health needs continue to be largely unmet, even when community services are provided. On-site mental health services in schools address unmet needs by improving access to, and relevance of services. As schools have increasingly been mandated to serve the needs of all children (including those who are emotionally disturbed) general health and mental health services have been increasingly placed in them. Although the provision of basic health care in schools began in the early part of the century, the concept of providing comprehensive services, in which mental health services are integrated into primary medical care, has only been implemented recently. We review the background of school-based mental health services, compare various models of service delivery, and highlight issues important to the future development and advancement of these services.

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Section: Current Problems and Needs Of School Mental Health Servicesmentioning

confidence: 97%

School-based mental health services in the united states: History, current models and needs

Flaherty

Weist

Warner

1996

Community Ment Health J

105

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“…The higher importance ratings given by regular teachers to assess students' adaptive behavior further highlight regular teachers' concern about students' ability to &dquo;fit in&dquo; or behave appropriately in normalized settings. Although most special education programs currently emphasize social skills development, an occupational hazard for some veteran special educators is a tendency to loose sight of &dquo;normal&dquo; behavior (Ritter, 1989). If included as actively involved members of transition teams, regular educators may be able to provide good &dquo;reality checks&dquo; and thus, enhance the social validity of students' transition preparation.…”

Section: Comparison Of Regular and Special Education Teachersmentioning

confidence: 99%

Regular and Special Educators' Perceptions of Transition Competencies

Wolfe¹,

Boone

Blanchett

1998

Career Development for Exceptional Individuals

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We conducted a survey to examine the (a) perceived importance of 30 transition-related teacher competencies as rated by regular educators and (b) nature of their preparation for tranition programming for students with disabilities. A total of 39 ompleted surveys (72%) were returned from regular educators in ennsylvania. We compared these results with similar data collected from another group of special educators to ascertain the degree of correspondence in transition competency ratings and training between regular and special educators. Results indicated that while the majority of educators had received some inservice training on transition, there were a number of competency areas in which the majority of regular educators received no training. Regular and special educators differentially rated the importance of six teacher competency areas. We discuss the meaning of these results for practice and service delivery.For over a decade transition services have provided a focus for federal, state, and local legislative and educational activities. Transition services play a major role in enabling youth with disabilities to move smoothly from secondary education settings into independent, productive, and personally satisfying postschool environments and activities (Rusch, DeStefano, Chadsey-Rusch, Phelps, & Szymanski, 1992;Wehman, 1996). Understandably, the activities surrounding transition include a growing emphasis on the instructional foci and the service delivery mechanisms of programs for students with disabilities. Because a key feature of transition service delivery is interdisciplinary cooperation and collaboration, professional attention must also be directed to the roles and competencies of the various practitioners who do, or should, provide transition-related services.

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“…Despite their important role in facilitating children's access to preventive mental health interventions, there is evidence that parents or teachers may lack confidence and/or accuracy in identifying children at risk of certain mental health problems, particularly internalizing disorders. For example, there are frequently large discrepancies between parent and child report in the identification of children's anxious or depressed symptoms (Angold et al, 1987;Mesman & Koot, 2000;Weissman et al, 1987) and there is a long history of research suggesting that teachers are less likely to detect behavioral predictors for internalizing disorders than externalizing disorders (Mitchell & Shepherd, 1966;Nicholson et al, 1999;Reynolds, 1990;Ritholz, 1959;Ritter, 1989;Weist, 1997;Wickman, 1928). Despite suggestions that parents or teachers are less accurate in identifying children at risk of developing internalizing disorders than externalizing disorders, this has not been directly confirmed.…”

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confidence: 99%

Parent and Teacher Identification of Children at Risk of Developing Internalizing or Externalizing Mental Health Problems: A Comparison of Screening Methods

2006

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The accuracy of screening methods for predicting children's internalizing, externalizing, or total behavior problems by 1-year follow-up were compared. Parents and teachers completed two screening measures each: a measure of exposure to multiple family risk factors (the Family Risk Factor Checklist: FRFC) and a simple nomination question of child risk status, which involved informants answering one question concerning whether they believed a child was at higher risk than average of developing a mental health problem in the future. Both parents and teachers were more accurate at identifying children at risk of externalizing than internalizing disorders. For parents, the FRFC showed similar sensitivity to simple nomination as a screen for predicting later total behavior problems, lower sensitivity for internalizing problems, and there was a nonsignificant trend for the FRFC to have higher sensitivity for externalizing problems than simple nomination. The specificity of simple nomination was somewhat higher than that of the FRFC for all three mental health outcomes. For teachers, simple nomination showed higher sensitivity than the FRFC for predicting internalizing, externalizing, and total behavior problems, but the difference was nonsignificant for internalizing problems. The specificity for both teacher screens was similar across mental health outcomes. For a population base rate of externalizing problems of 13%, teacher nominations for children at risk of externalizing problems had a sensitivity of 69%, specificity of 78%, positive predictive value (PPV) of 32%, and negative predictive value (NPV) of 94%. Teacher nominations of at-risk children had greater predictive accuracy than parent nominations. The simple nomination method shows promise as a cost-efficient screen. When screening children who did not yet have behavioral symptoms, both parent and teacher measures resulted in substantial misclassification errors. However, the use of these screening measures at a population level could benefit large numbers of children who subsequently receive selective preventive interventions.

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Teachers' Perceptions of Problem Behavior in General and Special Education

Cited by 48 publications

References 18 publications

School-based mental health services in the united states: History, current models and needs

School-based mental health services in the united states: History, current models and needs

Regular and Special Educators' Perceptions of Transition Competencies

Parent and Teacher Identification of Children at Risk of Developing Internalizing or Externalizing Mental Health Problems: A Comparison of Screening Methods

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