Predicting the frequency of teacher-selected behavioral interventions from clusters of teacher reported student problem behaviors

This exploratory study investigated the frequency of regular education teacher selected behavioral interventions and clusters of student problem behaviors. The frequency of teacher selected behavioral interventions was determined by teacher self-report using a newly devised survey instrument which clustered behavioral interventions into five factors. These five factors were: Factor I, Redirection; Factor II, Consultation; Factor III, Manipulation of Material Reward; Factor IV, Removal from Classroom; and Factor VI, Alter the Classroom Physical Environment. Means were provided to determine the frequency of intervention. Student problem behaviors were clustered using a well researched and well established behavior rating scale which established three clusters of problem behavior. The three clusters of problem behavior were Internalizing Problems, Externalizing Problems, and Total Problems. T-scores were used to report the problem behavior score. The data for this project was a part of an existing data base from a three-year federally funded research project. The study investigated two aspects of these variables. The first aspect determined correlations that exist between the intervention factors and the clusters of problem behavior. The second component investigated the predictive nature of interventions based on clusters of behaviors. Findings of the study suggest that, in general, a low positive correlation exists between student problem behaviors and teacher intervention factors. Low positive correlations were established for at least one problem behavior cluster and four of the five intervention factors. A full-model regression indicated that in isolation, the problem behavior clusters did not predict interventions. However, the three problem behavior clusters treated as one variable did predict interventions in four of five factors. The findings suggest that teachers do not apply specific types of interventions to specific types of problem student behavior. Yet two general statements may be made: Teachers redirect most often and do it for aggressive behaviors. Also, teachers do not use material rewards for any problem student behaviors