As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for …

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.

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 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.

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.

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 …

With the advent of increased juvenile delinquency in our nation, the need for prevention and rehabilitation is paramount. Juvenile delinquent acts are becoming more serious and violent with offenders perpetrating at younger ages. Analysis suggests an increase in juvenile crime in the near future (Stone, 2000). Pinpointing the cause of delinquency is an arduous task because of the many contributing factors (e.g., impulsivity, aggression, low intellect, poor family attachment, drug, and alcohol abuse). By changing the emotional deficits found in beginning delinquency, the likelihood of developing delinquent behavior may be impeded. Research indicates that adolescents who commit crimes are lacking in empathy (e.g., Aleksic, 1975; Cohen & Strayer, 1996; Ellis, 1982; Gibbs, 1987; Marcus & Gray, 1998), thus, promoting empathy may be an avenue for prevention and rehabilitation. This study examined the levels of empathy of adjudicated youth in four juvenile correctional facilities in Texas. Using the Interpersonal Reactivity Index (IRI), empathy levels of 170 youth were examined. Youth in the study demonstrated low levels of empathy. The study found that empathy levels of adjudicated youth were differentiated by incarcerating facility, IQ, type of offense, disability status, and phase level of a re-socialization training program. Age was not found to …

The purpose of this study was to identify and explore personality characteristics of juvenile delinquents, to compare those characteristics with those of the general population, and determine if there are significant differences, as measured by the Myers-Briggs Type Indicator (MBTI), between the personality characteristics of juvenile delinquents and the general population. Juvenile delinquents who were adjudicated into a Texas Youth Commission facility in North Texas were subjects for this study. Participants included 186 males who ranged in age from 14 years to 20 years. Statistical analyses were performed for each of the research questions. When comparing MBTI scores of juvenile delinquents to the general population, significant differences were found on the dichotomous scales, temperaments, function pairs, and types. All type preferences are represented within the juvenile delinquent population. The MBTI can be useful in responding to the education and rehabilitation needs of juvenile delinquents. Knowledge of personality type can help caregivers meet the needs of juvenile delinquents. Understanding personality type preference can serve to provide a deeper understanding of the behaviors that lead to adjudication of juvenile delinquents. A discovery of the types of adolescents who are adjudicated could lead to preventive measures, early detection, and early intervention for students …

The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career …

The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.

This dissertation has explored the origins of the field of Behavioral Disorders via a qualitative approach. In order to collect data, interviews were conducted with respondents who were selected via purposeful sampling. All respondents have had a significant impact on the field of special education as evidenced by scholarship and leadership throughout their careers. Data analysis of the interview transcriptions was accomplished through the utilization of computer software. The data indicated six areas/topics that were seen among respondents as being significant to the development of the field of Behavioral Disorders.

The study used a survey design to ascertain the levels of knowledge and attitudes of special education and non-special education preservice and inservice teachers towards students with different sexual orientations. The results of this study are based on 408 responses from preservice and inservice teachers enrolled at seven institutions of higher education within North Carolina, Virginia, and the District of Columbia offering teacher training programs in regular and/or special education. Two previously developed instruments were used to measure dependent variables in this study. Koch's modified version of The Knowledge about Homosexuality Questionnaire developep by Harris, Nightengale & Owen was used to measure the dependent variable of the preservice and inservice teacher's knowledge about homosexuality. Herek's Attitudes Toward Lesbians and Gay Men (ATLG) measured the dependent variable of attitudes towards homosexuals. The study found no significant differences reported mean scores for knowledge or attitude of homosexuality among the teacher groups surveyed: (a) special education preservice teachers, (b) non-special education preservice teachers, (c) special education inservice teachers, and (d) non-special education inservice teachers. Neither gender nor age were found to be factors in measures of knowledge or attitude of preservice or inservice teachers. Receiving prior instruction in serving the needs of GLBT …

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 …

Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social …

This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.

This qualitative study examined whether a connection exists between children with emotional disorders consumption of traditional entertainment media and their subsequent vegative/anti-social classroom behavior. Research participants included six first-grade children diagnosed with an emotional disorder and their teacher. They were interviewed using a semi-structured approach. The students were observed in the natural setting of their classroom for a total of twenty-four hours, over a four-day period. Transcripts and classroom observations were analyzed, looking for connections between behavior and consumption of traditional entertainment media. Findings from this study concluded that these students used traditional entertainment media as a method of temporally escaping from the environment of their respective households.

The purpose of the study was to investigate how parents of students with autism perceived individualized education program (IEP) meetings. I determined factors that contributed to the belief held by parents that their children were or were not being properly served by IEP meetings. Parental relationships with educators, IEP meeting experiences, IEP outcomes, and treatment by educators were revealed through participant input. Parents were asked to share their experiences of previous IEP meetings. Additionally, parents provided input regarding practices that school districts could take to improve IEP meetings, and actions that parents could take to serve as better advocates for their children. Research findings indicated that parents did not perceive themselves as being treated as equals during IEP meetings. Parents believed that their input was not valued or welcomed by educators. Not having an equal voice toward their child's education prevented parents from positively influencing outcomes in their child's IEP meetings in terms of obtaining quality services and building positive relations with educators. Parents further revealed that educators failed to implement proper IEP protocol. According to parents, student objectives agreed upon in IEP meetings were often not always fully implemented for students receiving special education services. Research findings concluded that …

In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.

This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.

With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general education classroom and (b) determine how effective the supervised paraeducators perceive those practices to be. Current practices were revealed by answering the following questions: (1) According to special education teachers and paraeducators, what procedures and practices are being utilized to supervise paraeducators who work in the general education environment with students with EBD? (2) In what ways do teachers and paraeducators see these supervision practices as being effective? (3) What is the relationship between actual supervision practices and accepted best practices? There were 60 participants in all, 30 professional teachers and 30 paraeducators. All 60 participants completed a survey; of these 60, 5 teachers and 5 paraeducators were individually interviewed Findings from the study …

The purpose of this study is to determine quality indicators in the field of emotional and behavioral disorders based on six empirically validated standards outlined by the Council for Exceptional Children. Invitations to participate in the study were disseminated to a randomized selection of members within the Council for Children with Behavioral Disorders. Respondents (N = 199) included teachers (n = 128) and related service personnel (n = 71) who directly and indirectly work with students with emotional and behavioral disorders throughout the United States. A rank order list of the most important knowledge and skills to teachers with regard to demographic characteristics (i.e., types of communities, educational settings, or years of experience) was developed. Additionally, a rank order list was developed to determine which knowledge and skills related service personnel felt should be most important to teachers. Level of agreement was determined between teachers and related service personnel and variances among the rank order lists were examined. Results of the study revealed statistically significant variances in the rank order of knowledge and skills among educational settings of teachers (i.e., self-contained, resource, and general education/inclusion) across the standard of Learning Environments and Social Interactions. Rank orders in two knowledge and …

The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or …

A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.

Educators today are faced with a worthy goal. Every student, including those with emotional and behavioral disorders (EBD), must be taught by a qualified teacher. However, recruiting, training, and retaining quality special education teachers continue to confound the field. The purpose of this study was to determine if the completion of a NCATE/CEC (National Council for Accreditation of Teacher Education/Council for Exceptional Children) approved masters program specializing in EBD from a well-known university increased the confidence in knowledge and skills of special educators, the numbers of special educators, and/or the retention of special educators working with students with EBD. The sample in this study was composed of 199 students who had completed the master's degree in special education who specialized in emotional/behavioral disorders from 1985 to 2005. Data were compiled from 80 students at a response rate of approximately 40%. Additionally, five respondents participated in face-to-face interviews. The data did not lend themselves to the quantitative analysis and thus pose a limitation to the generalizability of this study. However, combined with the qualitative analysis, the study provided a rich analysis of a program whose graduates stay in the field of special education providing services to students with EBD.