Philosophy, Instructional Methodology, Training, and Goals of Teachers of the Behaviorally Disordered

Abstract

The field of behavioral disorders encompasses a variety of conflicting or opposed conceptual approaches and a range of intervention techniques stemming from these approaches. This study reports a survey of teachers of the behaviorally disordered, describing and comparing their conceptual approach, employed intervention techniques, and the goals they hold for their students. Though some relationship was found between theoretical approach and methodology there was little relationship between goals and philosophy or methodology. Teacher training was found to be less than comprehensive concerning possible interventions and many teachers report using techniques not included in their pre-service training program. Recommendations are made concerning improvement of training and development of a more unified philosophy for serving students with behavioral disorders.