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Behaviour problems in the school: Incidence and interpretation
Published online by Cambridge University Press: 29 October 2015
Abstract
Australian studies of teacher-rated levels of behaviour problems in schools are reviewed. Survey methodology and instrumentation affects incidence. The significance of these results is discussed in the light of two major considerations: the nature of “problem” and who defines it, and the need for a developmental perspective when interpreting data relating to childhood behaviour. The implications of teacher perceptions for system resource planning, referral and interagency networking, and intervention priority are considered,
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- Research Article
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- Copyright © Australian Psychological Society 1994
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