Abstract
Fifth-, seventh-, and ninth-grade students ( N=146) completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. The results of a factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student classroom behavior. Specifically, all students reported liking home-based interventions and did not rate public reprimand as a desirable method for changing another student's behavior. Educational ramifications and future research investigations are discussed.
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