UNT Libraries - 6 Matching Results

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An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism.

Description: Because there has been a paucity of research on the educational needs of females with academic, behavioral, and emotional problems involved with the juvenile justice system, this study has been an attempt to classify and compare specific characteristics of this population. In particular, it examined their demographics, disability prevalence rates, along with academic, behavioral, and emotional functioning levels, in order to further understand their relationship to the resocialization or recidivism of the different groups of female juveniles incarcerated in the state of Texas, and contribute to the research for further developing successful prevention and intervention programs. Various demographic factors of the female juveniles in this study were examined: (a) offender type, (b) county of commitment, (c) race/ethnicity, (d) age at first referral, and (e) English language proficiency. Prevalence rates of special education disabilities were determined. Academic functioning was measured by (a) IQ; (b) last school grade completed; (c) Test of Adult Basic Education (TABE) reading gain score; and (d) TABE math gain score. Behavioral functioning was indicated through (a) offense history, (b) documented behavior incidents, and (c) total risk score. Emotional functioning included DSM-IV diagnoses and treatment needs. Due to the design of the research being a descriptive exploration, the findings produced this compilation of attributes. The population of study typically reached an education level of 8th grade or less before becoming incarcerated. Their IQ is usually in the range of 80 to 90 points, with their reading and math achievement levels lagging about five years behind those of their age group. Their gains in reading and math are usually two to three levels per year. The female juveniles averaged 10 documented behavior incidents during their periods of incarceration. Their Global Assessment of Functioning (GAF) scores at intake showed they had moderate mental health symptoms and/or moderate difficulty in social, ...
Date: May 2007
Creator: Aiello, Jan Elizabeth

Female adolescents identified with emotional disturbance and adjudicated female adolescents: A comparison of self-concepts.

Description: This study addresses the academic, social, and self-image self-concepts of females ages 13-17 who are labeled emotionally and behaviorally disordered by their public school systems and are in residential treatment, and females ages 13-17 who are adjudicated, or labeled “juvenile offenders” and are involved with the juvenile justice system. The purpose of this study is to examine and compare the self-concepts of these populations of adolescent females. Research questions focus on whether or not there is a difference in the confidence scores of self-image, academic, and social self-concepts, the importance scores of self-image, academic, and social self-concepts, and the confidence composite and outcome composite scores among female adolescents according to whether or not the female is adjudicated. Results show no statistically significant differences on seven of the eight measures. On the eighth measure, a statistically significant difference was found, with the non-offenders having a higher Outcome Confidence Composite score than the offenders.
Date: May 2007
Creator: Christensen, Jennifer E.

The historical significance of professional contributions of a leader in the field of emotional and behavioral disorders in special education: A qualitative case study of Richard J. Whelan.

Description: Historical documentation of the impact of PL 88-164 on the field of emotional and behavioral disorders (E/BD) and the development and implementation of teacher-training programs for children and youth identified as E/BD is limited. This study was designed to document the historical significance and professional contributions of Dr. Richard J. Whelan, Professor Emeritus, University of Kansas and his work in the development of teacher preparation training programs in the field of E/BD in institutions of higher education (IHE). The second purpose of this study was to document the legislative and program initiatives that have impacted the services, education, teaching, and research initiatives in the field of E/BD as interpreted by Dr. Whelan. The final purpose of this study was to examine the views of Dr. Whelan regarding the need for future developments in the field of E/BD. Legislative and policy efforts continue to change the climate in which children are educated. The field of special education relies on the efficacy of the training programs in IHE to provide appropriate teaching and research efforts in a manner that is consistent with the current needs of students with E/BD, their families, and the schools in which they seek to be educated. As this study revealed, understanding the history of the field, the foundational framework from which research and evidence-based practices have emerged, is paramount to forward movement in the field and necessary to the measurement of effective interventions and strategies in support of the students, their families, and those who choose this field as their lifework. It is the foundation from which educational theory is developed, researched, revised, and reflected.
Date: May 2007
Creator: Smythe, Carolyn N.

Perceptions of importance of diagnostic competencies among educational diagnosticians.

Description: This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas by the State Board for Educator Certification (SBEC) as they apply to the work of the educational diagnostician and the second being to examine the diagnostician's perceived ability of training institutions to prepare professionals for the field of special education evaluation. This study examined the perceptions of educational diagnosticians (N = 432) through the use of a survey instrument. Specifically the survey instrument was designed to assess diagnosticians' perceptions of importance of the SBEC competencies to special education evaluation in general, and to their practice in particular; the frequency with which they use the competencies; and their degree of training to meet the demands of the competencies through their preparatory program. Results indicate variability with regard to the perceived importance of the competencies and the degree of preparation to meet the demands of the competencies in practice.
Date: May 2007
Creator: Cavin, Lisa Lyle

State and local level implementation of schoolwide positive behavior support: An examination of the Texas Behavior Support Initiative (TBSI).

Description: This study examined the current status of schoolwide positive behavior support efforts in Texas. The study specifically (a) examined the impact of statewide positive behavior interventions and supports (PBIS) training on the rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions of public schools in Texas; (b) investigated the overall effectiveness of schoolwide positive behavior support; and (c) determined the differences between rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions in schools participating in the Texas Behavior Support Initiative (TBSI): Schoolwide PBS Project when compared with matching schools who did not participate in the project. This study demonstrated that schools can significantly reduce problem behavior in their schools when implementing PBIS with fidelity. Creating effective systems of PBIS required training, coaching, and on¬site technical assistance by trained and experienced PBIS facilitators.
Date: May 2007
Creator: Schultz, Edward K.

Teacher Turnover among Teachers of Students with Emotional and Behavior Disorders

Description: The purpose of this study was to investigate factors that compel teachers of students with emotional and behavioral disorders (E/BD) to quit or stay in their job. Invitations to participate in the study were sent to a sample of educators from each the four census regions of the United States who currently work or have worked in the past worked with students with E/BD and have participated in one or more of the Council for Children with Behavioral Disorders (CCBD) professional development events. A total of 156 educators responded to the online survey and 9 participated in the focus groups. Quantitative information generated from the survey was analyzed using frequency distributions and ANOVA, whereas, qualitative information were analyzed by summarizing and sorting information into different categories. The results were presented in narrative and tabular form and organized in response to each of the research questions. The projected high teacher turnover as depicted in the findings, were mainly attributed to workplace variables and classroom conditions. Both variables are likely to be associated with high levels of dissatisfaction and lack of commitment eventually leading to decisions by teachers of students with E/BD to leave their job. Most respondents perceived themselves as being adequately prepared for responsibilities associated with teaching students with E/BD. The low variances associated with the grouping variable, career decisions did not explain a significant amount of variance in perceived levels of preparedness with regards to implementation of various program components and instructional activities. Hence, teacher qualifications and perceptions did not play a significant role in career decisions made by teachers of students with E/BD. In addition, findings reveal the need for all future teachers regardless of their certification to take specialized courses in special education to ensure that all teachers understand the unique characteristics and needs of students with ...
Date: December 2007
Creator: Adera, Beatrice Atieno