UNT Theses and Dissertations - 140 Matching Results

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Identification of Professional Competencies Required by the Generic Special Educator
The problem of this study was to identify professional competencies considered essential for the generic special educator. The purpose of this study was to identify competencies essential to the successful performance of a generic special educator to be used in the development of special education personnel. The identified competencies were utilized in the newly developed competency-based generic special education program at North Texas State University. To accomplish this study, a non-proportional stratified random sample of fifty-one school districts was selected from Regions VII, VIII, X, and XI. An instrument was developed, pilot tested, and revised. The instrument was administered to the sample of selected professional personnel within each selected school district. Descriptive data from the questionnaire were compiled and presented in tables by position and sub-group. The Pearson Product Moment Correlation Coefficient was applied as a measure of association among the various sub-groups on the basis of the rank ordering of items. In order to determine significant differences among sub-groups on the variable of importance of competency item, analyses of variance were calculated. Trainability ratings were analyzed using the chi square test of independence to test the degree of agreement of training environment among the four sub-groups.
An Analysis of the Attitudes Regarding Job Satisfaction Held by Negro Professors and White Professors in Selected Institutions of Higher Education Desegregated Since 1954
The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.
Instructional Effectiveness of a Performance-Based Module on Individualized Instruction for a Student Teaching Course
The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.
An Affective-Cognitive Group Counseling Procedure for Use with Parents of Handicapped Children: A Comparative Study of its Effectiveness for Changing Attitudes and Training Parents in a Method of Child Guidance
This study concerned the paucity of group counseling procedures designed specifically for use with parents of handicapped children. Purposes of the study were- (1) design of an affective-cognitive group counseling procedure, (2) investigation of affective-cognitive group counseling procedural effects with parents of handicapped children, (3) determination of procedural effects in a. changing the intra- and interpersonal attitudes of parents, b. increasing parents' knowledge of Positive Behavior Management, and (4) determining comparative procedure effects. Four research hypotheses related to the efficacy of the affective-cognitive group counseling procedure were formulated and tested at the .05 level of confidence. Statistical analysis of data indicated that parents participating in the affective-cognitive group counseling procedure did not achieve significantly higher posttest mean scores on the Acceptance of Self and Others test or in the five areas of the Parent Attitude Survey Scale than did parents participating in the affective, cognitive, or control group. Data did reveal that parents participating in the cognitive group did achieve significantly higher adjusted posttest mean scores on the Positive Behavior Management Assessment than did parents participating in the affective-cognitive, affective, or control group. Data also indicated that parents in the affective-cognitive group did not obtain greater mean scores on goal-attainment than did parents in the other three groups. On the basis of statistical findings, all four hypotheses were rejected.
A Delphi Study of Roles and Responsibilities of State Developmental Disabilities Planning Councils
The purpose of the study was to explore and examine the roles and responsibilities of state councils related to planning, influencing, monitoring, and evaluating activities. These activities had been mandated by Congress for the improvement of services for the target population of the Developmentally Disabled Assistance and Bill of Rights Act of 1975, Public Law 94-103. Forecast responses were sought to twelve questions that addressed issues relating to roles and responsibilities identified for the councils (a) in the law, (b) the regulations issued pursuant to enactment of the law, and (c) the program guidelines that covered operation of the program. Based upon the findings from the analysis of data in the study and feedback from the panel, implications and conclusions were drawn and recommendations were made. Five of the most important conclusions made were 1. A continuing trend in accountability is demonstrated by the increased emphasis on performance of councils, progress of clients, and effectiveness of service programs; 2. Evaluation activities are being seen from a broad scope and comprehensive viewpoint rather than on a narrow, localized scale; 3. Influencing activities for state councils may be approached from a practical as well as political viewpoint; 4. The voice of the consumer will be stronger in council affairs and service activities; 5. The role of the councils as a planning and coordinating body is finding acceptance.
A Study of the Louisiana Learning Resources System Focusing on Projections for 1985
The problem addressed in this study was the lack of long-range projections resulting from an absence of data in terms of functions, funding, administrative staffing, and collection of materials for the Louisiana Learning Resources System (LLRS) network of 1985. The purpose of this study was to make long-range projections in these areas. Based upon the findings and conclusions of this study, the following projections were made. 1. The LLRS of 1985 should be a local unit which would be specialized in function and operate on the same academic calendar as that of the local education agency. 2. The role of the LLRS Director of 1985 should continue to be that of a materials/media specialist. 3. The primary funding source of the LLRS of 1985 should be that of federal dollars. 4. The Ideal Collection of Materials for the LLRS of 1985 should include teacher oriented materials, student oriented materials, and hardware for use with special education materials.
Classroom Management Procedures of Teachers of Behaviorally Disordered Children and Youth
The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.
A Comparison of the Linguistic Competence of Learning Disabled and Emotionally Disturbed Pupils
The problem of this investigation was to compare the linguistic competence of learning disabled and emotionally disturbed pupils by means of two performance tasks. Sixty subjects, seven-and-eight-year old monolingual public and private school pupils, were assigned to three groups of twenty subjects each, learning disabled, emotionally disturbed and normally achieving children. The majority of those in the learning disabled and the normally achieving groups were from middle-class families, with the majority of fathers owners of small businesses. A majority (17) of the emotionally disturbed group attended the public schools.
Competencies Needed by Teachers of the Hearing Impaired
The problem with which this investigation is concerned is that of the competencies which are needed by teachers of the hearing impaired in 1980. A survey instrument containing 92 competency statements that were originally developed by Romaine Mackie in a study she conducted in 1956, was utilized in this inquiry. Subjective judgments as to the importance of the competency statements were made by current teachers of the hearing impaired and administrators of programs for hearing impaired students. In addition, the teachers rated their self-proficiency in each of the competencies.
The Effects of Specific Interventions with Supervisors on Paraprofessional Turnover in Selected Mental Health and Mental Retardation Facilities
The problem of this study was the identification of ways and means of reducing paraprofessional turnover in mental health and mental retardation facilities. The high turnover rate of mental health and mental retardation paraprofessionals has major implications for the quality and cost of client services. Several researchers have suggested that adequately trained supervisors can influence the turnover rate among employees as well as their motivation and production. A six-month study of the Texas Department of Mental Health and Mental Retardation released in March, 1980 by a blue ribbon audit team blamed bad management practices, not low pay and poor working conditions, for the high rate of employee turnover. However, few studies have investigated the effect of supervisory training on turnover and researchers have called for additional studies in the area. The purpose of this study was to employ two specific intervention techniques with supervisory personnel in order to determine their effectiveness in reducing the rate of paraprofessional employee turnover in mental health and mental retardation facilities.
A Study of the Individual Traits of Effective Managers for Residential Facilities for the Mentally Retarded
Studies of Individual traits perceived as necessary to achieve managerial effectiveness, while multitudinous in the world of commerce, have yet to be undertaken as they apply to managers in residential facilities serving mentally retarded individuals. The problem of this study was to identify a group of individual traits perceived as characteristic of effective managers in residential facilities for the mentally retarded. Projectively, the identified traits could constitute valid criterion for consideration in the selection process utilized in employing managers for both public and private facilities. The primary purpose of this study was to develop an instrument which would enable the interviewer to secure information regarding specific individual traits. An informed predictive decision regarding the effective management potential, of the individual, for a residential facility for mentally retarded individuals would be greatly enhanced. The secondary purpose of the study was to focus on a comparison between group responses for each of the 25 trait items. The study will identify significant differences and relationships between the responses of State Directors of Mental Retardation Programs, Assistants to Texas Deputy Commissioner for Mental Retardation, Superintendents of Texas State Schools for the Mentally Retarded and a select group of managerial personnel within Texas State Schools for the Mentally Retarded. Comparison of response profiles contribute to an index of preferential traits for each of the managerial groups by contrasting patterns of preferences between all managerial groups and delineating traits which were common in preference among all groups. The tertiary purpose of the study was to identify patterns of personal traits which should constitute valid criterion for consideration in the selection process utilized in employing managers for both public and private facilities. Specific attention was given to the managerial trait preferences of each group of managers included in the study.
The Effect of Directive and Nondirective Learning Conditions on Emotionally Disturbed Adolescents' Acquisition of Academic Behavior
With the advent of recent federal mandates, special educators have been inundated with a plethora of intervening strategies, conceptual models, and theories for use in the classroom. The result is manifest in a strong bias among special educators that is not conducive to the student's learning style. Educators, today, are not only being called upon to teach functional academics to emotionally disturbed youth, they are also asked to ameliorate the debilitating effects of emotional disturbance. Thus, educators are presented with unparalleled change from the world of traditional public school education. Unfortunately, teachers of the emotionally disturbed are not meeting that challenge, and often are providing a confused environment for the student. Students perhaps need a synthesis between directive and nondirective teaching styles. The problem under investigation in this study is the effect of a learning condition in which the teacher determines the limits of the classroom in a directive setting and the degree to which the student sets the limits of the classroom in a nondirective setting. The purpose of the study was to evaluate the effects of a directive and nondirective learning environment on the student's acquisition of academic behaviors.
The Effect of a Physical Conditioning Program on Physical Fitness and Health Locus of Control Among Adolescent Substance Abusers
The purpose of this investigation focused on determining the effects of a physical conditioning program on physical fitness and health attitudes on inpatient adolescent male substance abusers during and following participation in a six week fitness program. The fitness measures chosen for this study were the 1 1/2 mile run, skinfold, sit-and-reach, and grip strength. The first four of these measures make up the AAHPERD test battery (AAHPERD, 1980). The Health Attribution Test (Lawlis and Lawlis, 1980) was administered to determine health locus of control.
The Efficacy of Utilizing the Adaptive Behavior Inventory for Children for Educational Planning Purposes
The study investigated adaptive behavior, as measured by the Adaptive Behavior Inventory for Children (ABIC), in diagnosing mental retardation among elementary school age children who were referred for special education services. Specifically, the study attempted to determine whether or not those children diagnosed as not mentally retarded and denied special education services on the basis of the ABIC data were statistically different, on the variables of intellectual development, academic achievement, and classroom behavior, from those children who were diagnosed mentally retarded and accepted for special education services on the basis of the ABIC data. Further, the study investigated the relationship between adaptive behavior and the prediction of academic achievement in elementary school age children.
Metaphoric Competence of Learning Disabled and Normally Achieving Children
Metaphorlc competence of learning disabled and normally achieving fifth and seventh grade male children was Investigated. Four measures were made of metaphorlc abilities. The first task was a multiple choice written test to determine the rate of metaphorlc preference. Part two consisted of children developing metaphors. Part three and four required explanations of the meaning of preferred metaphors and produced metaphors.
The Effects of a Classroom Social Skills Training Program on Socially Maladaptive Learning Disabled Elementary Students
This study examined the effectiveness of the Human Resource Development model of classroom social skills with intermediate elementary learning disabled children. A pretest posttest control group design was employed. The sample consisted of 40 fourth-, fifth-, and sixth-grade LD pupils who scored in the bottom fourth of their classes in peer acceptance. The subjects were randomly assigned to the treatment or control group. Treatment consisted of six daily one hour training sessions covering the five skills of physically attending, psychologically attending, greeting, making polite requests and complying with requests. Subjects met in groups of six to eight in lieu of learning assistance and were instructed through methods including modeling, demonstration, role playing, didactic instruction, feedback and self-monitoring. The control group received no treatment but went to learning assistance as usual.
The Effects of the "LEAST" Approach to Discipline with Behaviorally Disordered Junior High School Pupils
This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.
Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males
This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Specifically the purpose was to determine an attributional predisposition of disturbed students and nondisturbed students. Furthermore, this study sought to ascertain whether disturbed students and nondisturbed students indicated different attributions for success and failure at achievement tasks. The study then examined the congruence between students' attributional predispositions and their actual attributions.
A Descriptive Profile of Adjudicated and Nonadjudicated Adolescents Educated at a Juvenile Center/School for Disruptive and/or Maladapted Youth
The purpose of this investigation was to develop a descriptive profile of both adjudicated and nonadjudicated adolescents educated in a juvenile center/school for delinquent and/or maladapted youth in order to (a) disclose the characteristics of the contemporary adolescent delinquent educated in a community based facility with both day and residential components, (b) discern any differences in demographic data, scholastic data, handicapping conditions, and delinquent behaviors among handicapped and nonhandicapped adolescents with delinquent or maladaptive behaviors, and (c) discover the prevalence by types of handicaps exhibited by this population since the implementation of Public Law 94-142. The subjects for the study were 102 adolescents educated in a juvenile center/school during September 1, 1981, through August 31, 1982.
Perceptions of Special Education Teachers in Texas Regarding Selected Job Related Factors
The purpose of this study was to determine the perceptions of special education teachers in regard to selected factors affecting their teaching environment. The problem focused on these professionals' perceptions of factors that can influence decisions to remain in the field or to cause special educators to seek reassignment or to leave the profession.This study utilized a modification of an unstructured Q-sort. After formulating, validating, and establishing reliability, a fifty item instrument divided among personal, administrative, and demographic categories was derived.Personal, administrative, and demographic sections of the questionnaires were studied separately utilizing mean scores and rank order correlation coefficients. The .01 level of significance was utilized.
The Prevalence of Specific Learning Disabilities in School-Aged Hearing Impaired Children
The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.
The Early Literacy Development of Young Mildly Handicapped Children
The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.
Perceptions of Temperament Characteristics of Children Classified as Learning Disabled
This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.
An Analysis of Critical Skills Used by Correctional Education Personnel
A review of the literature indicated that critical skills needed by educators to work with adjudicated youth in correctional settings had not been sufficiently identified or analyzed. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and study a comprehensive list of critical skills of correctional educators. A survey instrument was developed in bifurcate format that required respondents to rate 135 skill items according to Importance and Proficiency. Two parallel Likert-type scales were provided so that respondents could rate items according to their perceptions of Importance and Proficiency, The instrument was mailed to three groups consisting of educators in youth correctional facilities, state level administrators of youth corrections, and college/university faculty in correctional education preservice teacher preparation programs. A total of 366 surveys were mailed with 183 (50%) returned. Four hypotheses and eight corollaries were developed. Data were analyzed using MANOVA to test for significant differences among all groups and within subjects for one group (correctional educators). The findings did not support the hypotheses or corollaries. Therefore, all hypotheses and corollaries were rejected. However, ANOVA and Chi-Square procedures revealed significant differences among groups and within Group 1, correctional educators. The findings suggested that educators tended to differ from state level administrators in regard to Importance and Proficiency for certain skill items. Differences were also found within the correctional educator group nationwide and across regions for certain skill items. Recommendations for correctional education preservice programs and state level inservice training programs were developed that may have importance for the education of adjudicated youth. Recommendations included an emphasis upon federal legislative guidelines for education of incarcerated youth, development of educator's skills in communication and interaction with facility administrators, parents, and local community agencies, and inclusion of vocational/career development and transitional programs in correctional settings. …
An Examination of the Behavioral Dimensions of Behaviorally Disordered Students Across Grade Levels Utilizing Confirmatory Factor Analysis
A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.
Cross-Cultural Validity of the Test of Non-Verbal Intelligence
The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data were collected from 91 normally achieving and 18 mentally retarded Indian children, currently enrolled in elementary schools. Data from an American comparison group were procured from the authors of the TONI. Subjects were matched on age, grade, and area of residence. Subjects were also from comparative socioeconomic backgrounds. Literature review of the theoretical framework supporting cross-cultural measurement of intellectual ability, a summary of major instruments developed for cross-cultural use, non-verbal measures of intellectual ability in India, and issues in cross-cultural research are discussed, with recommended methodology for test transport. Major findings are: (a) the factor scales derived from the Indian and American normally achieving groups indicate significant differences; (b) items 1, 3, 5, 8, 10, and 22 are biased against the Indian group, though overall item characteristic curves are not significantly different; (c) mean raw scores on the TONI are significantly different between second and third grade Indian subjects; and (d) mean TONI Quotients are significantly different between normally achieving and mentally retarded Indian subjects. It is evident that deletion of biased items and rescaling would be necessary for the TONI to be valid in the Indian context. However, because it does discriminate between subjects at different levels of ability, adaptation for use in India is justified. It may prove to be a more …
Analysis of Critical Skills Used By Educators of Students With Autism
A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism. A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficiency. The instrument was mailed to a nationwide stratified sample of educators of students with autism. A total of 90 surveys were mailed with 52 (57%) returned. Four hypotheses and two research questions were developed. Data were analyzed using MANOVA to test for significant differences among the four geographic regions of the United States and within ten skill areas. The findings did not support the hypotheses; therefore, all hypotheses were rejected. In further analysis utilizing the ANOVA and Chi-Square procedures, significant differences among some regions and within some of the skill areas were found. The findings suggest that educators from the four regions tended to differ in regard to Importance and Proficiency for certain skill items. Findings led to recommendations being given relevant to future research on critical skills needed for teachers in the field of autism.
The Perceived Role of the Post-Secondary Transition Team Leader in Special Education in Texas
The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents …
Academic, Behavioral, and Social Competency Characteristics of Non-Handicapped, Learning Disabled, and Emotionally/Behaviorally Disordered Adjudicated Juveniles
The juvenile justice system is society's response to juvenile misconduct. In spite of numerous federal, state, and local programs, the problem of juvenile delinquency persists. An increasing number of juveniles are being taken into custody and placed in institutional settings. Although juvenile delinquents share a number of common general characteristics (e.g., sex, minority, lower socioeconomic status, a history of school failure), they are not a homogeneous group. Effective educational interventions with delinquent juveniles can meet their unique academic, vocational, and social skills deficits. Handicapped juveniles are disproportionately represented among juvenile correctional facility populations. The identification of handicapped juveniles among delinquent populations is compounded as they share many of the same general characteristics. Federal statutes require individualized educational programs for all handicapped juveniles. This research investigated academic, behavioral, and social competencies of non-handicapped and handicapped adjudicated youth. Specifically, this investigation assessed measures of academic performance, classroom behavior, self-esteem, and social behavior. ANOVA indicated statistically significant differences between non-handicapped, learning disabled, and emotionally/behaviorally disordered adjudicated juveniles in reading achievement, mathematics achievement, and teacher generated measures of classroom behavior.
Observable Differences in Selected Employment Characteristics Among Groups of Teachers of Students With Serious Emotional Disturbances Grouped by Type of Endorsement and Level of Training
Employment data were collected from personnel files of 43 teachers of students with serious emotional disturbances from a large suburban school district. The 43 records were sorted into groups by level of college education and type of teaching endorsement. The groups were then compared for differences in duration of employment and summative evaluation scores on the Texas Teacher Appraisal System using a non-parametric one-way analysis of variance. At a .05 probability level, no significant differences were found between groups.
The Practice of Occupational Therapy as a Related Service for Students With Behavioral Disorder: An Exploratory Study
Although the profession of occupational therapy had its origins in the treatment of the mentally ill, and was among the pioneers in developing community-based programs to meet the social and emotional needs of children, a study of 28 therapists practicing in the public schools revealed that these occupational therapists did not serve students with behavioral disorders unless they also exhibited a neurological disorder. The results of this study revealed that occupational therapy is not recognized by the educational sector as an essential related service for students with behavioral disorders. Occupational therapy is viewed as a modality much akin to physical therapy in which the focus is on motor skill development.
Postsecondary Employment Outcomes for Youth With Serious Emotional Disturbance: An Analysis of National Data
The purpose of this study was to identify individual characteristics and school experiences of youth with serious emotional disturbance (SED) that may influence their postsecondary employment status.
The Developmental Characteristics of Young Children Prenatally Substance-exposed
The purpose of this study was to explore the developmental characteristics of young children (ages 11-60 months) with prenatal substance-exposure. A developmental rating scale, the Developmental Checklist (DC) of the Developmental Observation Checklists (DOCs) was utilized. The DC measures the domains of language, motor, social/behavioral, and cognition, as well as overall developmental status.
An Examination of Regular Education Elementary Teachers' Attitudes Toward Students with Emotional/Behavioral Disorders
This study examined the attitudes of regular education teachers at the elementary school level, toward mainstreaming students with emotional/behavioral disorders (E/BD) and identified variables which were correlated with those attitudes.
Preservice Teacher Attitudes towards Nonvocal Individuals using High Technology Augmentative Communication Devices versus Low Technology Communication Boards
The attitudes of preservice teachers towards individuals who are nonvocal and using either a high technology augmentative communication (HAC) device or a low technology communication board were investigated. A rating scale was devised, consisting of three sub-scales. The three sub-scales measured preservice teachers' estimates of intelligence, academic potential, and social acceptance in the regular education setting. Reliability and validity were established through a pilot study. Preservice teachers viewed videotapes of children using either high technology or low technology augmentative communication devices and subsequently completed the rating scale based on the videotapes. Results indicated that preservice teachers perceived the same child as having greater academic and social acceptance potential when using high technology augmentative communication.
The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities
The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.
Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills
This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.
Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities
This research study was designed to investigate whether authentic assessment in written language is a valid assessment tool for students with and without learning disabilities. Teacher judgements were used to evaluate students' authentic writing assessments gathered from the classroom. Students' report card grades, authentic writing assessments, and two standardized writing assessments, the Test of Written Language- Revised and Written Language Assessment, were correlated to provide evidence of the validity of authentic assessment practices in written language.
Reliability of Authentic Assessment in Fourth-Grade Narrative and Descriptive Written Language for Students with and without Learning Disabilities
The purpose of this study was to determine reliability estimates of authentic assessment for fourth-grade narrative and descriptive writing samples for students with and without learning disabilities. Three types of reliability estimates were established: (a) inter-rater, (b) score stability, and (c) alternate-form. The research design involved 40 teachers, trained in holistic scoring by Education Service Centers 10 and 11 in Dallas and Fort Worth, Texas, who scored 16 writing samples. Approximately 2 weeks later the teachers rescored 8 of the same writing samples. In addition to scoring the writing samples, the teachers also completed a demographic questionnaire. The writing samples, which consisted of eight narrative and eight descriptive writings, were selected based upon teachers' holistic scores and scores from 1993 writing sample of the Texas Assessment of Academic Skills. Based upon these scores, two narrative and descriptive writings of above-average, average, and below-average writings were selected. In addition, two narrative and descriptive writing samples of students with learning disabilities in written language were selected.
Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas
The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.
A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings
This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers. The findings indicated that teachers in juvenile correctional special education settings and teachers of students with emotional and behavioral disorders were very similar as to which knowledge/skills clusters were important to their job performance, which clusters they were most proficient at using, and which clusters they utilized most frequently. The second purpose was to compare the teachers in juvenile correctional special education settings and to determine whether their mean rankings of the knowledge/skills clusters varied when analyzed by differing categories of age, type of certification held, years of teaching experience, and level of the teachers' education. Analysis of variance revealed no significant difference in the mean rankings in any of the comparison groups. Therefore teacher age, level of education, type of certification held, or years of teaching experience yielded no significant differences on the mean rankings of the knowledge/skills clusters.
A Correlational Study Using the Behavior Dimensions Rating Scale & the Behavior Assessment System for Children with Two Groups of Elementary School-Aged Students in Special Programs
This study examined the correlation between two commercially available behavior rating scales. The two scales used were the Behavior Dimensions Rating Scale (BDRS) and the Behavior Assessment System for Children (BASC). Students from a special education behavior management class (primarily students with emotional disabilities) were rated on the two scales and students from a general education behavior management class (primarily students with conduct problems without disabilities) were rated on the two scales.
Paraeducators' Attitudes Toward Students with Disabilities: Implications for Staff Development
This study identified the attitudes of paraeducators toward students with disabilities and the implications for staff development. The purpose of this study was to survey attitudes of paraeducators toward students with disabilities. The attitude and demographic information obtained through the survey were analyzed for its implications for staff development with paraeducators.
The Impact of Word Processing on the Written Expression of Students with Learning Disabilities in the Area of Written Expression
The purpose of this study was to investigate the effect of word processing on the quality of written expression of students with learning disabilities identified in the area of written expression. A examination of existing research revealed that most studies do not focus on word processing independent of writing instruction. Therefore, the consensus among researchers that word processors make a difference is limited by the influence of instruction within the research setting. Therefore, this study sought to determine the impact made solely by word processing by controlling for instruction. The 75 students who participated in the study represented three groups--students with learning disabilities identified in the area of written expression (LD-W), students with learning disabilities identified in an area other than written expression (LD-O), and general education students (NA). Each student completed four writing samples: (a) descriptive - handwritten, (b) informative - handwritten, (c) descriptive - word processed, and (d) informative - word processed. The writing samples were scored according to the TOWL-3 on the three Spontaneous Composite subtests (e.g., Contextual Conventions, Contextual Language, and Story Construction). In addition, Word Perfect 6.1- Grammatik was used to determine the number of syllables, words, and sentences in each writing sample. A multivariate analysis of variance (MANOVA) was used in the analysis in conjunction with univariate F-Tests and Tukey's Honestly Significant Difference (HSD) test. General education students scored consistently higher than LD-W on all subtests even when handwriting and word processing were considered. They also generated more syllables, words, and sentences than students with learning disabilities. In addition, all students scored higher on subtests when writing descriptive samples rather than writing informative samples. No practically significant results were determined for the effect of word processing. Therefore, word processing alone does not have an impact on students' quality of writing. It is simply a …
A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings
Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.
Rural Shared Service Arrangements: An Analysis of Perceived Responsibilities / Roles With and Without Site-Based Decision-Making
This study examined the perceptions of school superintendents of districts and building principals of schools within selected shared service arrangements in the state of Texas who receive services from the cooperative, and selected directors of rural shared service arrangements pertaining to the responsibilities and roles of shared service arrangements when site-based decision-making (SBDM) was used as the guiding philosophy.
The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders
The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.
Young Children's Attitudes Regarding Ethnicity and Disability
The purpose of this study was to examine the social perceptions of young children with disabilities and young children of color. Further, an attempt was made to determine whether differential rates of acceptance were experienced by either group, or by the group of children who were of color and also had a disability within integrated classrooms. Young children (age 5.0 through 6.11) were studied in intact groups (N=120) from child care centers in the Texas counties of Denton and Dallas. Three measures of social perceptions were implemented: (a) a forced choice (multiple alternative) technique using dolls of a variety of ethnicities and ability statuses in which children must select dolls they feel represent a list of positive and negative attributes; (b) social distance theory as measured by children's artwork; (c) a sociometric rating. The results of this study showed significant areas (p< 05) of stereotype and bias in the perceptions of young children toward ethnicity, disability and gender. Implications for further research into the efficacy of multicultural and anti-bias education programs is recommended.
Risk Factors for Delinquency among Adolescent Males with Emotional/Behavioral Disorders, Learning Disabilities and their Nondisabled Peers: a Comparison
Recent research in juvenile justice has focussed on identifying precursors of delinquency, which are referred to as "risk factors." These are biological or psychosocial conditions that increase the probability of an individual developing problem behaviors. Delinquency prevention and intervention programs are adopting a risk-focussed approach which attempts to reduce targeted youth's exposure to risk factors. Limited attention has been paid to investigating whether commonly accepted risk factors are equally relevant across various subtypes of juvenile offenders. Two subgroups of offenders deserving of special attention by virtue of their extremely high prevalence rates in the juvenile justice system are those with emotional/behavioral disorders (EBD) and those with learning disabilities (LD). The purpose of this study was to determine the relevance of specific individually-, family-, and school-based risk factors for delinquency across three specific groups of juvenile offenders: (a) those with EBD, (b) those with LD, and (c) those who did not qualify as disabled under the definition of disability used in the Individuals with Disabilities Education Act (IDEA). Individual risk factors that were measured included aggressive/acting-out behaviors, irresponsible/inattentive behaviors, fearful/anxious behaviors, social withdrawn behaviors, age at first arrest and history of substance use. School-based risk factors examined were students' reading and math scores and attitude towards and involvement in school. Attachment to family, parental discipline style, and level of supervision provided by parents were the family-based risk factors examined. Discriminant analysis procedures indicated that juvenile offenders with EBD, juvenile offenders with LD, and nondisabled offenders differed significantly in their demonstration of aggressive/acting-out behaviors, irresponsible/inattentive behaviors and fearful/anxious behaviors. In contrast, no significant differences were found across family-, and school-based risk factors. This implies that until research demonstrates the existence of unique risk factors or a difference in the magnitude of risk factors experienced by juvenile offenders with EBD and LD, it …
A Longitudinal Study of Graduation, Retention, and School Dropout for Students in Regular and Special Education
This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.
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