Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions

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Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The district-level directors were asked to forward the survey to all personnel providing direct or indirect services to students with EBD. Survey participants were asked to rate 27 evidence-based interventions for students with EBD in three categories on a 5-point Likert scale: (a) importance of the intervention; (b) frequency of use of the intervention; and (c) preparedness to implement the intervention. With a response rate of 32% and representation from all 20 educational service center areas, … continued below

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viii, 86 p. : map

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Hathcote, Andrea Raye Dubre August 2010.

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  • Hathcote, Andrea Raye Dubre

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Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The district-level directors were asked to forward the survey to all personnel providing direct or indirect services to students with EBD. Survey participants were asked to rate 27 evidence-based interventions for students with EBD in three categories on a 5-point Likert scale: (a) importance of the intervention; (b) frequency of use of the intervention; and (c) preparedness to implement the intervention. With a response rate of 32% and representation from all 20 educational service center areas, data were analyzed through simple frequency statistics to determine that most respondents were public school special educators who had been in their current position for 5 years or less. They identified a climate that supports successful teaching and learning and clear rules/expectations as very important. They reported using procedures for the use of physical restraint most frequently, and being most well-prepared to implement clear rules/expectations. A canonical correlation analysis revealed an inverse relationship between importance ratings of tertiary level interventions and frequency of use and preparedness to implement primary level interventions which implies that while practitioners rate tertiary level interventions as important, they are more likely to be well-prepared to implement primary level interventions and to do so with more frequency. Additionally, a review of literature is provided and results and analysis of the survey are discussed as well as recommendations for the future.

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viii, 86 p. : map

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Thumbnail image of item number 1 in: 'Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions'.
Thumbnail image of item number 2 in: 'Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions'.
Thumbnail image of item number 3 in: 'Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions'.
Thumbnail image of item number 4 in: 'Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions'.

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Hathcote, Andrea Raye Dubre. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions, dissertation, August 2010; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc30462/: accessed May 11, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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