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  Partner: UNT Libraries
 Degree Discipline: Special Education
 Collection: UNT Theses and Dissertations
Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Date: August 2013
Creator: Lohmann, Marla J.
Description: Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as well as preschool teachers' usage of evidence-based prevention and intervention strategies. The data indicates that preschool teachers feel prepared for managing aggression in their classrooms and report utilizing evidence-based prevention and intervention strategies regularly. Additionally, the data shows a weak relationship between teacher variables and the likelihood of feeling prepared for managing aggression or utilizing evidence-based strategies. The results can be used to gain a better understanding of special education preschool teachers' training needs in regard to behavior management and managing behavior problems in the preschool classroom.
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A Longitudinal Study of Graduation, Retention, and School Dropout for Students in Regular and Special Education

A Longitudinal Study of Graduation, Retention, and School Dropout for Students in Regular and Special Education

Date: May 1998
Creator: Smith, Karen S., 1948-
Description: 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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Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong

Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong

Date: August 1999
Creator: Heung, Vivian Woon King
Description: This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It represents an effort to improve the predominately lecture focussed approach adopted in many preparation programs. Data on the training needs of Hong Kong teachers were also acquired and 31 knowledge/skills areas related to teaching students with E/BD were identified. Subjects viewed the PBL approach as dynamic, interesting and incentive driven. It develops skills involved in group learning, self-directed learning, use of information resources and problem-solving. Most important, teachers felt they were supported to explore the practical problems they personally encountered in the classroom and actions they could take to resolve them. Difficulties in using PBL included a lack of resources and the tendencies of most Chinese students to accept rather than challenge others' ideas.
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Effects of a Prototypical Training Program on the Implementation of Systematic Observational Data Collection on Iep Objectives for the Core Deficits of Autism Spectrum Disorders

Effects of a Prototypical Training Program on the Implementation of Systematic Observational Data Collection on Iep Objectives for the Core Deficits of Autism Spectrum Disorders

Date: May 2013
Creator: Harkins, Jessica L.
Description: Legal mandates and best practice recommendations for the education of students with autism spectrum disorders (ASD) emphasize the importance of systematic, ongoing observational data collection in order to monitor progress and demonstrate accountability. The absence of such documentation in decision-making on instructional objectives indicates a weakness in bridging the research-to-practice gap in special education. Utilizing a multiple baseline design across participants, the current study evaluated the effects of a prototypical teacher training program (i.e., workshop, checklist, in-classroom training with feedback, and maintenance with a thinned schedule of feedback) on the frequency of data collection on core deficits of ASD and the use of data-based decision-making. Results indicate increases in daily mean frequency of data collection following intervention. Maintenance and generalization indicates variable responding across participants. Effect size (Cohen's d) indicates a large, clinically significant effect of the training program. Results are discussed in relation to training models, maintenance, and future research.
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The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices

The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices

Date: August 2011
Creator: Austin, Jennifer E.
Description: The purpose of this exploratory study was to examine school psychologists' use of evidence- based practices (EBP), in general, and more specifically in the area of social skills training (SST) for students with autism spectrum disorders (ASD). Study participants, consisting of 498 school psychologists from across the nation, participated in an online survey that gathered information about their training, attitudes, and practices. The frequency with which specific EBP practices for social skills training for students with ASD was examined, as was prediction of use of these practices. Multiple-regression analyses revealed multiple independent variables that were predictors for overall use of EBP. Results indicated that over half of the participants provide SST for students with ASD. Although the majority of participants indicated that their graduate program included at least one course with information about ASD and EBP practices, in general, nearly half indicated that their coursework did not include any courses that directly addressed social skills training for students with ASD. Confirmatory factor analysis (CFA) was used to determine the extent to which the data fit the factor model. Participants' perception of the importance placed on EBP by their school district, scores on the openness subscale of the Evidence Based Practices ...
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Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice

Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice

Date: August 2012
Creator: Lusk, Mandy E.
Description: In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical research on the effectiveness of quality special education teacher preparation programs, specifically those programs specializing in the education of students with emotional and behavioral disorders (EBD). The Council for Exceptional Children (CEC), the largest special education organization, conducts research on the standards needed by teachers who serve children and youth with exceptionalities. These CEC standards are recommended to serve as a guide for teacher preparation programs in special education. Utilizing the CEC standards delineated for preparation programs in EBD, the present study sought to determine how graduates of one program perceived the importance of the standards and their perceived proficiency in using the standards in their work with students with EBD. Results indicated that graduates viewed the standards as Important to their work with students with EBD. Further, they viewed their proficiency in using the standards to be above average. In addition, the present study examined the relationship between graduates perceived importance and perceived proficiency in using the CEC standards. Results indicated that graduates who had higher score ratings on their perceived importance of the ...
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The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism

The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism

Date: August 2012
Creator: Nichols, Susan Marie
Description: Autism is primarily a social disorder and deficits in social?orienting may be responsible for the failure of children with autism to initiate critical social behaviors. The purpose of this research was to improve the quality of social interactions of children with autism by implementing naturalistic behavior strategies intervention utilizing a multiple baseline design across four participants. Naturalistic behavior strategies comprised a comprehensive package of integrated components including: (a) intervention in the child’s natural environment; (b) child-initiated play activities ; (c) prompts to emit language; (d) shaping for all vocal approximations and (e) delivery of natural reinforcement with embedded social interactions to maintain learned behavior. In addition to intervention, generalization of child behaviors was assessed across untrained parents and/or caregivers in the same environment. Results indicated the effectiveness of naturalistic teaching strategies package in increasing (a) the frequency of vocal mands for all children, (b) the number of times that children initiated social engagement during manding, and (c) intervals of nonverbal dyadic orienting. These skills generalized across two untrained caregivers in the same clinical setting without any training from the interventionist. Two parents required training during the generalization phase in order for their child’s behaviors to maintain at levels demonstrated during ...
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Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders

Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders

Date: August 2012
Creator: Lee, Yu-Wen Grace
Description: The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.
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Teacher Educators: What Motivates Them to Choose Academe?

Teacher Educators: What Motivates Them to Choose Academe?

Date: August 2012
Creator: Carrero, Kelly M.
Description: Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher education (IHE). The purpose of the present study was to examine the motivations or influencers that impelled individuals to pursue careers in IHEs as professors in personnel preparation. Data were collected using Motivations for Choosing Academia as a Profession (MCAP) and a 10-item Big Five Inventory (BFI-10). Two hundred eighty-nine professors of education representing the four U.S. census regions participated in the present study. The MCAP is a 25-item instrument designed to measure retrospective motivation of faculty decisions to enter the professoriate. The development of the MCAP is described and an exploratory factor analysis was employed to examine the psychometric validity of the instrument. Three factors emerged and implications are discussed. Data were analyzed using logistic regression with the dichotomous outcome variable being the area of education in which the professor works (i.e., general or special education).
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Service Provisions for Youth with Emotional and Behavioral Disorders

Service Provisions for Youth with Emotional and Behavioral Disorders

Date: August 2012
Creator: Dean, Latoya Lavan
Description: Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis looked at services provided to youth with EBD (n = 410). The purpose of the study was to show a relationship between utilization of multiple services and the attainment of paid employment, and/or attending post-secondary education. Results indicate relationships between receiving financial services, tutoring and educational services and vocational services with attending a post-secondary institution. Logistic regression indicated a relationship between time, age and amount or services with paid employment. These results indicate the need for continuous, systematic and linked services for youth with EBD well into their twenties.
Contributing Partner: UNT Libraries
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