Teacher as imperfect test: Reconceptualizing the referral process

Gerber, Michael M.; Semmel, Melvyn I.

doi:10.1080/00461528409529290

Cited by 227 publications

(133 citation statements)

References 33 publications

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“…In fact, during the school years, the determination of need for services, followed by referral and use, quite often occurs as a result of poor social adaptation of children to the teacher's behavioral task demands (Gerber and Semmel, 1984;Horcutt, 1996;Lloyd et al, 1991;Mattison et al, 1986;Poduska, 2000;Shinn et al, 1987). Hocutt (1996) refers to the "teachability" of students when discussing factors that teachers consider when thinking about children's need for services.…”

Section: Early Aggressive Disruptive Behavior As a Predictor For Sermentioning

confidence: 99%

Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol

Poduska¹,

Kellam²,

Wang³

et al. 2008

Drug and Alcohol Dependence

110

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Background-The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools in two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood.Methods-Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: 1) GBG, 2) an intervention aimed at academic achievement, or 3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions.Results-This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms.Phone: 410-347-8553, Email: jpoduska@air.org. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Replication-The design employed two cohorts of students. Although both first-and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts. NIH Public Access KeywordsGood Behavior Game; developmental epidemiology; universal prevention; classroom behavior management; aggressive behavior; mental health service use

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Section: Early Aggressive Disruptive Behavior As a Predictor For Sermentioning

confidence: 99%

Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol

Poduska¹,

Kellam²,

Wang³

et al. 2008

Drug and Alcohol Dependence

110

View full text Add to dashboard Cite

show abstract

“…Teachers judge students' performance or behavior (Südkamp, Kaiser, & Möller, 2012) for diverse purposes, such as formal assessment, referral decisions (e.g., remedial teaching or acceleration), and instructional decisions (e.g., selection of tasks, determining difficulty levels, and organization of learning; Abidin & Robinson, 2002;Begeny, Eckert, Montarello, & Storie, ACCURACY AND REASONING OF TEACHER JUDGMENTS 4 2008;Eckert, Dunn, Codding, Begeny, & Kleinmann, 2006;Gerber & Semmel, 1984;Südkamp et al, 2012). It therefore is important to judge students in an accurate way.…”

Section: The Accuracy Of Teacher Judgmentsmentioning

confidence: 99%

University teacher judgments in problem-based learning: Their accuracy and reasoning

Wijnia

Loyens

Derous

et al. 2016

Teaching and Teacher Education

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This study investigated the accuracy of 14 university teacher's judgments. Early in the first year, university teachers rated the chance each university student in their group would successfully complete their first year as well as the entire bachelor's program. Results show that university teachers' chance ratings were predictive of actual academic success. However, they were more accurate in predicting success than failure. Moreover, results revealed that university teachers mostly built upon their observations of university students' engagement and motivation, instead of students' cognitive ability in their judgments. Unsuccessful university students received relatively more negatively framed statements than successful students did.

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“…Despite the literature being vast in respect to distortions in the judgment of teachers, some authors (Gerber & Semmel, 1984;Gresham, 1996;Gresham, McMillan & Bocian, 1997;Gresham, Reschly & Carey, 1987) that work with this matter believe that the majority of teachers make precise judgments of performance and are open to corrective feedback.…”

mentioning

confidence: 99%

Construction and Validation of the Brazilian Questionário de Respostas Socialmente Habilidosas Segundo Relato de Professores (QRSH-PR)

2009

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Behavioral problems in preschool children are one of the most frequent motives for seeking psychological care by parents and caregivers. Instruments are considered necessary, created from a Social Skills Training theoretical-practical perspective, which may systematically assist the identification of social skills and behavioral deficits, helping professionals in the prevention and/or reduction of behavioral problems. The purpose of this study was to test the psychometric validity and reliability of an instrument for evaluation of Socially Skilled Responses, from a teacher's perspective (QRSH-PR). For this purpose, 260 preschool children were evaluated, differentiated in subgroups without and without behavioral difficulties, based on the Child Behavior Scale (Escala de Comportamento Infantil/ECI-Professor). Studies were conducted for construct, discrimination, concurrent and predictive validity. The Cronbach Alpha was calculated to evaluate internal consistency. The obtained results pointed to positive indicators in reference to construct, discrimination, and predictive validity, and even for good internal consistency, indicating that the items consistently measure the construct of social skills, and differentiated children with and without behavioral problems. The questionnaire is considered to be gauged for evaluation of socially skilled responses from preschool children, and applicable in educational and clinical environments. Keywords: validation, questionnaire, social skills, QRSH-PRLos problemas conductuales en niños de preescolar son uno de los motivos más frecuentes de consulta psicológica por parte de padres y cuidadores. Se consideran necesarios instrumentos, construidos desde la perspectiva teórico-práctica del entrenamiento en habilidades sociales, que puedan contribuir sistemáticamente a la identificación de habilidades sociales y déficits conductuales, auxiliando a los profesionales en la prevención y/o reducción de los problemas de conducta. El propósito de este estudio fue probar la fiabilidad y validez de un instrumento para la evaluación de las respuestas de habilidad social, desde la perspectiva del profesor (QRSH-PR). A este fin, se evaluó a 260 preescolares, divididos en subgrupos con y sin dificultades de conducta, basándose en el Infantile Behavior Scale (Escala de Comportamento Infantil/ECI-Professor). Se realizaron estudios de validez de constructo, discriminación, competición y predicción. Se calculó el coeficiente Alfa de Cronbach para evaluar la consistencia interna. Los resultados apuntan a indicadores positivos en cuanto a la validez de constructo, discriminación, validez predictiva y buena consistencia interna, indicando que los ítems miden consistentemente el constructo de habilidades sociales y diferencian niños con y sin problemas de conducta. Se considera que el cuestionario es indicado para la evaluación de las respuestas de habilidad social de preescolares, y aplicable en contextos clínicos y educativos.

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Teacher as imperfect test: Reconceptualizing the referral process

Cited by 227 publications

References 33 publications

Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol

Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol

University teacher judgments in problem-based learning: Their accuracy and reasoning

Construction and Validation of the Brazilian Questionário de Respostas Socialmente Habilidosas Segundo Relato de Professores (QRSH-PR)

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