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 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 was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

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 …

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 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.

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 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.

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.

The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.

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 …

This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.

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 …

Recent research in juvenile justice has focussed on identifying precursors of delinquency, which are referred to as "risk factors." These are biological or psychosocial conditions that increase the probability of an individual developing problem behaviors. Delinquency prevention and intervention programs are adopting a risk-focussed approach which attempts to reduce targeted youth's exposure to risk factors. Limited attention has been paid to investigating whether commonly accepted risk factors are equally relevant across various subtypes of juvenile offenders. Two subgroups of offenders deserving of special attention by virtue of their extremely high prevalence rates in the juvenile justice system are those with emotional/behavioral disorders (EBD) and those with learning disabilities (LD). The purpose of this study was to determine the relevance of specific individually-, family-, and school-based risk factors for delinquency across three specific groups of juvenile offenders: (a) those with EBD, (b) those with LD, and (c) those who did not qualify as disabled under the definition of disability used in the Individuals with Disabilities Education Act (IDEA). Individual risk factors that were measured included aggressive/acting-out behaviors, irresponsible/inattentive behaviors, fearful/anxious behaviors, social withdrawn behaviors, age at first arrest and history of substance use. School-based risk factors examined were students' reading and …

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. …

This study identified the attitudes of paraeducators toward students with disabilities and the implications for staff development. The purpose of this study was to survey attitudes of paraeducators toward students with disabilities. The attitude and demographic information obtained through the survey were analyzed for its implications for staff development with paraeducators.

The purpose of this study was to determine reliability estimates of authentic assessment for fourth-grade narrative and descriptive writing samples for students with and without learning disabilities. Three types of reliability estimates were established: (a) inter-rater, (b) score stability, and (c) alternate-form. The research design involved 40 teachers, trained in holistic scoring by Education Service Centers 10 and 11 in Dallas and Fort Worth, Texas, who scored 16 writing samples. Approximately 2 weeks later the teachers rescored 8 of the same writing samples. In addition to scoring the writing samples, the teachers also completed a demographic questionnaire. The writing samples, which consisted of eight narrative and eight descriptive writings, were selected based upon teachers' holistic scores and scores from 1993 writing sample of the Texas Assessment of Academic Skills. Based upon these scores, two narrative and descriptive writings of above-average, average, and below-average writings were selected. In addition, two narrative and descriptive writing samples of students with learning disabilities in written language were selected.

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.

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 …

Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.

This study examined the correlation between two commercially available behavior rating scales. The two scales used were the Behavior Dimensions Rating Scale (BDRS) and the Behavior Assessment System for Children (BASC). Students from a special education behavior management class (primarily students with emotional disabilities) were rated on the two scales and students from a general education behavior management class (primarily students with conduct problems without disabilities) were rated on the two scales.

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 had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers. The findings indicated that teachers in juvenile correctional special education settings and teachers of students with emotional and behavioral disorders were very similar as to which knowledge/skills clusters were important to their job performance, which clusters they were most proficient at using, and which clusters they utilized most frequently. The second purpose was to compare the teachers in juvenile correctional special education settings and to determine whether their mean rankings of the knowledge/skills clusters varied when analyzed by differing categories of age, type of certification held, years of teaching experience, and level of the teachers' education. Analysis of variance revealed no significant difference in the mean rankings in any of the comparison groups. …

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.