| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系重度障礙碩士班 === 107 === This study implemented a survey to explore the existing situation of the pre-referral intervention for the suspected cases of emotional/behaivoral disorders by regular class teachers in the elemary or junior high schools in Penghu County, Taiwan. The background factors and the reasons for the adoption of strategies were also investigated. Among the returned surveys, 289 surveys involved pre-referral intervention and were anlaysied. The data analysis included descriptive statistics, independent t test, one-way analysis of variance and Chi-squared test. The results of the study as follows:
1. The teachers’ usage frequency, perception of easiness level and overall effectiveness of the pre-referral intervention strategies for the suspected cases of emotional/behavioral disorders are all above the average scores.
2. Among teachers’ general background factors on their practice, the factors of sex, teaching phases, education level and teaching seniority exhibit significant differences on the usage frequency, perception of easiness level for some or all items of the six categories of the pre-referral intervention strategies, while the factors of teaching phases and teaching seniority exhibit significant differences on the overall effectiveness.
3. Among teachers’ special education background factors on their practice, the factor “special education related training” exhibits significant difference on the perception of easiness level for some items of the six categories strategies, but not on the usage frequency and overall effectiveness. The factor of experience with suspected cases of EBD exhibits significant difference on the usage frequency and the perception of easiness level for some items of the six categories stgrategies, but not on the overall effectiveness.
4. The strategy most often adopted by the elementary and junior high school teachers for the suspected cases of emotional and behavioral disorder is “positive/support class management”; the reason is “Improvements can be made”. The strategy least adopted is “parent-teacher cooperation”; the reason is “requires preparation time”.
Suggestions are given to education offices, schools, normal class teachers and future researchers based on the conclusions of the study.
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