Behavioral Interventions Used with Diverse Students

Abstract

Student racial and ethnic background and teacher experience influence teachers' decisions on behavioral interventions used in the classroom. A survey of regular and special educators indicated a significant main effect for the behavioral interventions used with students of differing racial and ethnic backgrounds. Teachers selected punishing and exclusionary interventions most often for Asian-American students and least often for Hispanic-American students. Special educators were more likely than regular educators to use the behavioral interventions. Implications for teacher training, teacher self-awareness, and student population differences are discussed.