Foster S L, O'Leary K D
J Abnorm Child Psychol. 1977;5(2):101-11. doi: 10.1007/BF00913086.
Ninety-nine teachers participated in a survey designed to assess teacher attitudes toward and experience with a variety of strategies for dealing with conduct problem children in regular classes. Results indicated that (a) a majority of teachers favored placing conduct problem children in regular rather than special classes; (b) current sources of assistance (school psychologists, clinical psychologists, principals, parents, and other teachers) were uniformly perceived as only slightly affective in helping teachers handle problem children; and (c) of 14 alternative educational and psychological assistance delivery strategies, teachers most frequently preferred smaller classes, teacher aides, increased counseling staff, and resource classrooms.
99名教师参与了一项调查，该调查旨在评估教师对于在常规班级中应对行为问题儿童的各种策略的态度及经验。结果表明：（a）大多数教师倾向于将行为问题儿童安置在常规班级而非特殊班级；（b）目前的援助来源（学校心理学家、临床心理学家、校长、家长及其他教师）在帮助教师处理问题儿童方面，普遍被认为效果甚微；（c）在14种可供选择的教育及心理援助提供策略中，教师最常倾向于小班教学、教师助理、增加咨询人员以及资源教室。
