Examining Teachers’ Perceptions of Social-Emotional and Behavioral Referral Concerns

Abstract

Although a number of empirical studies have investigated the nature of school-based referrals, predominant focus has been on referrals for psychoeducational evaluation, and social-emotional and behavioral concerns have typically been too broadly defined to provide insight into the specific problems encountered. This study aimed to identify the range of social-emotional and behavioral concerns for which teachers sought assistance from school-based intervention teams. Responses received from 154 classroom teachers nationwide indicated that defiance was the most common reason for referral, followed by inappropriate physical behavior, aggression, and social/relational problems. Referrals due to concerns with externalizing problems and attention-deficit-hyperactivity-disorder-related behaviors were significantly more common at the elementary level, whereas those related to internalizing problems were more prevalent in secondary schools. The most common outcome was a request for formal assessment, followed closely by consultation with a specialist. Limitations of this study, as well as implications for educators, are discussed.

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