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 …

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 …

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 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 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.

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.

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 was predicated on the belief that a father brings something unique to the family, thus, making irreplaceable contributions to the life of a child. Fathers are unique in that they provide something different from mothers. They are irreplaceable because when they are absent, children are said to suffer emotionally, intellectually, socially, and behaviorally. The contributions of fathers to a child's well being cannot be fully replaced by better programming, ensuring child support programs, or even by well-intentioned mentoring programs. A review of literature relevant to delinquency and adolescent behavioral and academic success revealed that there may be a correlation between a male role-model and the teaching of self-control and socially appropriate behaviors. Indeed, much of what the large body of research pertaining to fatherhood reveals is that, compared to children raised in two-parent homes, children who grow up without their fathers have significantly worse outcomes, on average, on almost every measure of well being (Horn, 2002). In addition, an understanding of the factors that may influence delinquent behaviors, in particular within the family unit, can better equip parents and educators to support those who may be exhibiting the beginning signs of delinquent behavior. This study was designed to …

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 Individuals with Disabilities Education Act (IDEA) mandates that public schools provide appropriate school programs and transition services for students with emotional and behavioral disorders (E/BD), and the law specifically names schizophrenia as a disability for which services are to be provided. To date, little, if any, research has been conducted on schizophrenia in the field of special education. New antipsychotic medications for schizophrenia are controlling the positive symptoms of hallucinations, illusions, and the severest of delusions, thus enabling these students to remain in school. However, many interfering negative symptoms remain (e.g., loss of goals, loss of former interests, cognitive regression). The purpose of this qualitative research study was to identify the negative symptoms of schizophrenia that interfere with a student's academic and social success, primarily within a school setting, but also as they affect functioning within the family and the student's transition into the community. In addition, specific factors that act as exacerbators or diminishers of these symptoms were identified through this study. Research participants included 5 students who developed schizophrenia from the ages of 12 to 22, their parents, and their teachers. They were interviewed using a semi-structured approach resulting in over 30 hours of taped interview data. …

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 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.

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.

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 …

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.

Helping youths acquire educational skills is one of the most effective approaches to the prevention of delinquency and reduction of recidivism. Access to a high-quality education is particularly important for the growing number of youth committed to juvenile corrections, especially for those who have been diagnosed with a disability. Research has shown a tremendous gap about the academic outcomes of incarcerated juveniles with emotional disabilities. Thus, the focus of this study was to examine the academic outcomes in reading and math for youth with emotional/behavioral disorders (E/BD) released from Texas Youth Commission (TYC) programs between September 2003 and September 2004. The study examined if the rate of academic growth in reading and math as indicated by pre- and post-test scores on the Test of Adult Basic Education (TABE), are different for youth with E/B as compared to youth with other disabilities and youth without disabilities who were adjudicated in TYC programs.

This study examined the comments submitted by the public to the United States Department of Education (USDE), the Office of Special Education Programs, in response to the 2004 amended IDEA, prior to the development and publication of proposed regulations under 34 Code of Federal Regulations (CFR) parts 300 and 303 to implement programs under IDEA. Specifically, this study analyzed the types of individuals (e.g., parents, advocates, administrators, lawyers, support staff personnel) and interest groups along with the number of submissions, types of comments made, and specific provisions in the legislation that received the most comments during the period open to the public prior to the publication of the proposed regulations. In addition, an exploration of the existence of differences in comments submitted by states and regions was analyzed in terms of types of individuals, interest groups, types of comments, and specific provision of the 2004 amended IDEA. Content analysis approach utilizing qualitative data collection and analysis procedures was used for this study. The sample consisted of 2,199 comments submitted to the USDE via the U.S. Postal system, e-mail, and verbal testimony transcripts obtained during one of the public meetings held throughout the United States during the 60 day period open …

This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all …

Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can …

The Individuals with Disabilities Education Act (IDEA) mandated that each child who qualifies for special education must have an individualized education program (IEP). Disciplinary issues and procedures under IDEA have been a source of concern among parents, schools, and advocates from disability groups. At issue are fundamental concerns about the protection of rights for students with disabilities, which must be balanced with the ability of school personnel to maintain safe school environments that benefits all students. This research examined the four survey questions related to discipline from a state-wide survey conducted by Education Service Center (ESC) Region 9 through a comparison of selected disability categories as they compare to the responses received from parents of students with the disability category of emotional/behavioral disorders (E/BD). In addition, the research examined the open-ended questions from surveys to determine the types of concerns reported by parents. Data accrued from a focus group of parents receiving special education services are also reported. Parents of students identified as having an E/BD rated their understanding of the school's discipline policy lower than parents of students from other eligibility categories. Almost 67% of parents of students identified as having E/BD stated that they knew that their child …

Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.

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 …

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 …