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Elementary Teachers' Tolerance of Problem Behaviors

1984; University of Chicago Press; Volume: 85; Issue: 2 Linguagem: Inglês

10.1086/461403

1554-8279

Stephen P. Safran, Joan S. Safran,

Child Development and Digital Technology

Previous articleNext article No AccessElementary Teachers' Tolerance of Problem BehaviorsStephen P. Safran and Joan S. SafranStephen P. Safran Search for more articles by this author and Joan S. Safran Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 2Nov., 1984 Article DOIhttps://doi.org/10.1086/461403 Views: 13Total views on this site Citations: 27Citations are reported from Crossref Copyright 1984 The University of ChicagoPDF download Crossref reports the following articles citing this article:Kasee K. Stratton, Daniel L. Gadke, Reeva C. Morton Using the Good Behavior Game with High School Special Education Students: Comparing Student- and Teacher-Selected Reinforcers, Journal of Applied School Psychology 35, no.22 (Sep 2018): 105–121.https://doi.org/10.1080/15377903.2018.1509920Lynn A. Barnett The Education of Playful Boys: Class Clowns in the Classroom, Frontiers in Psychology 9 (Mar 2018).https://doi.org/10.3389/fpsyg.2018.00232Anne Butler, Lisa Monda-Amaya Preservice Teachers’ Perceptions of Challenging Behavior, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 39, no.44 (Aug 2016): 276–292.https://doi.org/10.1177/0888406416654212Yan Li, Robert J. Coplan, Kristen A. Archbell, Amanda Bullock, Lu Chen Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior, Early Childhood Research Quarterly 36 (Jan 2016): 122–132.https://doi.org/10.1016/j.ecresq.2015.10.008Robert J. Coplan, Amanda Bullock, Kristen A. Archbell, Sandra Bosacki Preschool teachers’ attitudes, beliefs, and emotional reactions to young children's peer group behaviors, Early Childhood Research Quarterly 30 (Jan 2015): 117–127.https://doi.org/10.1016/j.ecresq.2014.09.005Paulo A. Graziano, Janine Slavec, Katie Hart, Alexis Garcia, William E. Pelham Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program, Journal of Psychopathology and Behavioral Assessment 36, no.44 (Mar 2014): 555–569.https://doi.org/10.1007/s10862-014-9418-1Julie C. Rusby, Laura Backen Jones, Ryann Crowley, Keith Smolkowski Associations of caregiver stress with working conditions, caregiving practices, and child behaviour in home-based child care, Early Child Development and Care 183, no.1111 (Nov 2013): 1589–1604.https://doi.org/10.1080/03004430.2012.742992Barry Fields * Breaking the cycle of office referrals and suspensions: defensive management, Educational Psychology in Practice 20, no.22 (Jun 2004): 103–116.https://doi.org/10.1080/02667360410001691044Maria Poulou, Brahm Norwich Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision-making, British Educational Research Journal 28, no.11 (Feb 2002): 111–138.https://doi.org/10.1080/01411920120109784Amanda B. Nickerson, Richard J. Nagle Interrater Reliability of the Devereux Behavior Rating Scale-School Form: the Influence of Teacher Frame of Reference, Journal of Psychoeducational Assessment 19, no.44 (Aug 2016): 299–316.https://doi.org/10.1177/073428290101900401Barbara A. Schaefer, Marley W. Watkins, Gary L. Canivez Cross-Context Agreement of the Adjustment Scales for Children and Adolescents, Journal of Psychoeducational Assessment 19, no.22 (Aug 2016): 123–136.https://doi.org/10.1177/073428290101900202Jennifer Stephenson, Ken Linfoot, Andrew Martin Behaviours of Concern to Teachers in the Early Years of School, International Journal of Disability, Development and Education 47, no.33 (Sep 2000): 225–235.https://doi.org/10.1080/713671118Sharon R. Ishii-Jordan Behavioral Interventions Used with Diverse Students, Behavioral Disorders 25, no.44 (Feb 2017): 299–309.https://doi.org/10.1177/019874290002500404Eleanor Guetzloe Inclusion: The Broken Promise, Preventing School Failure: Alternative Education for Children and Youth 43, no.33 (Jan 1999): 92–98.https://doi.org/10.1080/10459889909603308Joyce E. Butler Understanding Mainstreaming Through the Perceptions of All Participants: A Case Study, Exceptionality 7, no.11 (Mar 1997): 19–35.https://doi.org/10.1207/s15327035ex0701_2 Cindy L. Fulk , and Paula J. Smith Students' Perceptions of Teachers' Instructional and Management Adaptations for Students with Learning or Behavior Problems, The Elementary School Journal 95, no.55 (Oct 2015): 409–419.https://doi.org/10.1086/461852E. Paula Crowley A Qualitative Analysis of Mainstreamed Behaviorally Disordered Aggressive Adolescents' Perception of Helpful and Unhelpful Teacher Attitudes and Behaviors, Exceptionality 4, no.33 (Sep 1993): 131–151.https://doi.org/10.1207/s15327035ex0403_1Martin H. Diebold, John F. Voneschenbach Teacher Educator Predictions of Regular Class Teacher Perceptions of Mainstreaming, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no.44 (Aug 2016): 221–227.https://doi.org/10.1177/088840649101400402Robert H. Zabel, James M. Kauffman, Kathleen L. H. Wong Effective Teachers of Students with Behavioral Disorders: Are Generic Teaching Skills Enough?, Behavioral Disorders 16, no.33 (Feb 2017): 225–237.https://doi.org/10.1177/019874299101600305Bruce Cunningham, Alan Sugawara Factors contributing to preservice teachers' management of children's problem behaviors, Psychology in the Schools 26, no.44 (Oct 1989): 370–379.https://doi.org/10.1002/1520-6807(198910)26:4<370::AID-PITS2310260408>3.0.CO;2-BJames M. Kauffman, John Wills Lloyd, Kathleen A. McGee Adaptive and Maladaptive Behavior, The Journal of Special Education 23, no.22 (Aug 2016): 185–200.https://doi.org/10.1177/002246698902300205David R. Ritter Teachers' Perceptions of Problem Behavior in General and Special Education, Exceptional Children 55, no.66 (Jul 2016): 559–564.https://doi.org/10.1177/001440298905500610Joan S. Safran, Stephen P. Safran Teachers' Judgments of Problem Behaviors, Exceptional Children 54, no.33 (Jul 2016): 240–244.https://doi.org/10.1177/001440298705400306Stephen P. Safran, Joan S. Safran Behavioral Contagion and Manageability, Journal of Learning Disabilities 20, no.77 (Aug 2016): 439–440.https://doi.org/10.1177/002221948702000713Stephen P. Safran Teacher Manageability: Do Special and Regular Educators Agree?, The Journal of Special Education 20, no.33 (Aug 2016): 347–352.https://doi.org/10.1177/002246698602000308Stephen P. Safran, Joan S. Safran An ecological analysis of cognitions of behavioral deviancy, Psychology in the Schools 23, no.33 (Jul 1986): 288–294.https://doi.org/10.1002/1520-6807(198607)23:3<288::AID-PITS2310230310>3.0.CO;2-ZStephen P. Safran, Joan S. Safran, Robert S. Barcikowski Differences in Teacher Tolerance: An Illusory Phenomena?, Behavioral Disorders 11, no.11 (Feb 2017): 11–15.https://doi.org/10.1177/019874298501100107