Teacher-Identified Students with and without Academic and Behavioral Concerns: Characteristics and Responsiveness

Abstract

This paper examined: (a) the accuracy of teacher nominations in identifying (n = 86) students with and without academic and behavioral concerns; and (b) the degree to which these different types of students responded to the multileveled intervention program. Results suggest that teachers were highly accurate in discriminating among students with academic concerns (n = 26), behavioral concerns (n = 29), combined concerns (n = 16), and typical performances (n = 15) using academic variables at the state and local levels as well as behavioral variables (e.g., school records and teacher report data). Collectively, district-level academic variables and behavioral variables accounted for 98% of the variance among the four groups. There were also differences in how these different categories of students responded to a multileveled intervention model. Limitations and directions for future research are discussed.

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