Cyberbullying is a category of bullying that occurs in the digital realm which affects our students at astonishing rates. Unlike traditional bullying, where displays of aggression may be evident to bystanders, the ramification of cyberbullying occurs through unconventional ways (e.g., text messaging; online weblogs; video sharing), which results in many cases being camouflaged by the advancement in technology. Nonetheless, the effects of this digital form of peer aggression can be as detrimental as face-to-face bullying. The characteristics of cyberbullying and its influences on adolescents and parents of adolescents were examined. The data accrued is based on an anonymous survey through one of the following methods: (a) paper-pencil survey for adolescent group with 37-question items on the adolescent questionnaire and (b) web-based survey for the parent group with 22-question items on the parent questionnaire. Each survey was systematically coded according to the participating group and assigned code numbers (i.e., 1 represents adolescent group and 2 represents parent group) was provided to ensure confidentiality of the study. Survey examined individual variables among the two target groups: (a) adolescents between 13 and 17 years of age and (b) parents of adolescents between 13 and 17 years of age. Specifically, individual variables examined include …

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 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 …

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 …

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.

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.

The juvenile justice system is society's response to juvenile misconduct. In spite of numerous federal, state, and local programs, the problem of juvenile delinquency persists. An increasing number of juveniles are being taken into custody and placed in institutional settings. Although juvenile delinquents share a number of common general characteristics (e.g., sex, minority, lower socioeconomic status, a history of school failure), they are not a homogeneous group. Effective educational interventions with delinquent juveniles can meet their unique academic, vocational, and social skills deficits. Handicapped juveniles are disproportionately represented among juvenile correctional facility populations. The identification of handicapped juveniles among delinquent populations is compounded as they share many of the same general characteristics. Federal statutes require individualized educational programs for all handicapped juveniles. This research investigated academic, behavioral, and social competencies of non-handicapped and handicapped adjudicated youth. Specifically, this investigation assessed measures of academic performance, classroom behavior, self-esteem, and social behavior. ANOVA indicated statistically significant differences between non-handicapped, learning disabled, and emotionally/behaviorally disordered adjudicated juveniles in reading achievement, mathematics achievement, and teacher generated measures of classroom behavior.

The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL …

A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating …

A review of the literature indicated that critical skills needed by educators to work with adjudicated youth in correctional settings had not been sufficiently identified or analyzed. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and study a comprehensive list of critical skills of correctional educators. A survey instrument was developed in bifurcate format that required respondents to rate 135 skill items according to Importance and Proficiency. Two parallel Likert-type scales were provided so that respondents could rate items according to their perceptions of Importance and Proficiency, The instrument was mailed to three groups consisting of educators in youth correctional facilities, state level administrators of youth corrections, and college/university faculty in correctional education preservice teacher preparation programs. A total of 366 surveys were mailed with 183 (50%) returned. Four hypotheses and eight corollaries were developed. Data were analyzed using MANOVA to test for significant differences among all groups and within subjects for one group (correctional educators). The findings did not support the hypotheses or corollaries. Therefore, all hypotheses and corollaries were rejected. However, ANOVA and Chi-Square procedures revealed significant differences among groups and within Group 1, correctional educators. The findings suggested …

The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.

This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.

The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.

This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Specifically the purpose was to determine an attributional predisposition of disturbed students and nondisturbed students. Furthermore, this study sought to ascertain whether disturbed students and nondisturbed students indicated different attributions for success and failure at achievement tasks. The study then examined the congruence between students' attributional predispositions and their actual attributions.

The purpose of this investigation was to develop a descriptive profile of both adjudicated and nonadjudicated adolescents educated in a juvenile center/school for delinquent and/or maladapted youth in order to (a) disclose the characteristics of the contemporary adolescent delinquent educated in a community based facility with both day and residential components, (b) discern any differences in demographic data, scholastic data, handicapping conditions, and delinquent behaviors among handicapped and nonhandicapped adolescents with delinquent or maladaptive behaviors, and (c) discover the prevalence by types of handicaps exhibited by this population since the implementation of Public Law 94-142. The subjects for the study were 102 adolescents educated in a juvenile center/school during September 1, 1981, through August 31, 1982.

This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.

The purpose of this investigation focused on determining the effects of a physical conditioning program on physical fitness and health attitudes on inpatient adolescent male substance abusers during and following participation in a six week fitness program. The fitness measures chosen for this study were the 1 1/2 mile run, skinfold, sit-and-reach, and grip strength. The first four of these measures make up the AAHPERD test battery (AAHPERD, 1980). The Health Attribution Test (Lawlis and Lawlis, 1980) was administered to determine health locus of control.

The study investigated adaptive behavior, as measured by the Adaptive Behavior Inventory for Children (ABIC), in diagnosing mental retardation among elementary school age children who were referred for special education services. Specifically, the study attempted to determine whether or not those children diagnosed as not mentally retarded and denied special education services on the basis of the ABIC data were statistically different, on the variables of intellectual development, academic achievement, and classroom behavior, from those children who were diagnosed mentally retarded and accepted for special education services on the basis of the ABIC data. Further, the study investigated the relationship between adaptive behavior and the prediction of academic achievement in elementary school age children.

With the advent of recent federal mandates, special educators have been inundated with a plethora of intervening strategies, conceptual models, and theories for use in the classroom. The result is manifest in a strong bias among special educators that is not conducive to the student's learning style. Educators, today, are not only being called upon to teach functional academics to emotionally disturbed youth, they are also asked to ameliorate the debilitating effects of emotional disturbance. Thus, educators are presented with unparalleled change from the world of traditional public school education. Unfortunately, teachers of the emotionally disturbed are not meeting that challenge, and often are providing a confused environment for the student. Students perhaps need a synthesis between directive and nondirective teaching styles. The problem under investigation in this study is the effect of a learning condition in which the teacher determines the limits of the classroom in a directive setting and the degree to which the student sets the limits of the classroom in a nondirective setting. The purpose of the study was to evaluate the effects of a directive and nondirective learning environment on the student's acquisition of academic behaviors.

The problem of this study was the identification of ways and means of reducing paraprofessional turnover in mental health and mental retardation facilities. The high turnover rate of mental health and mental retardation paraprofessionals has major implications for the quality and cost of client services. Several researchers have suggested that adequately trained supervisors can influence the turnover rate among employees as well as their motivation and production. A six-month study of the Texas Department of Mental Health and Mental Retardation released in March, 1980 by a blue ribbon audit team blamed bad management practices, not low pay and poor working conditions, for the high rate of employee turnover. However, few studies have investigated the effect of supervisory training on turnover and researchers have called for additional studies in the area. The purpose of this study was to employ two specific intervention techniques with supervisory personnel in order to determine their effectiveness in reducing the rate of paraprofessional employee turnover in mental health and mental retardation facilities.

Studies of Individual traits perceived as necessary to achieve managerial effectiveness, while multitudinous in the world of commerce, have yet to be undertaken as they apply to managers in residential facilities serving mentally retarded individuals. The problem of this study was to identify a group of individual traits perceived as characteristic of effective managers in residential facilities for the mentally retarded. Projectively, the identified traits could constitute valid criterion for consideration in the selection process utilized in employing managers for both public and private facilities. The primary purpose of this study was to develop an instrument which would enable the interviewer to secure information regarding specific individual traits. An informed predictive decision regarding the effective management potential, of the individual, for a residential facility for mentally retarded individuals would be greatly enhanced. The secondary purpose of the study was to focus on a comparison between group responses for each of the 25 trait items. The study will identify significant differences and relationships between the responses of State Directors of Mental Retardation Programs, Assistants to Texas Deputy Commissioner for Mental Retardation, Superintendents of Texas State Schools for the Mentally Retarded and a select group of managerial personnel within Texas State Schools …

The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.

The purpose of the study was to explore and examine the roles and responsibilities of state councils related to planning, influencing, monitoring, and evaluating activities. These activities had been mandated by Congress for the improvement of services for the target population of the Developmentally Disabled Assistance and Bill of Rights Act of 1975, Public Law 94-103. Forecast responses were sought to twelve questions that addressed issues relating to roles and responsibilities identified for the councils (a) in the law, (b) the regulations issued pursuant to enactment of the law, and (c) the program guidelines that covered operation of the program. Based upon the findings from the analysis of data in the study and feedback from the panel, implications and conclusions were drawn and recommendations were made. Five of the most important conclusions made were 1. A continuing trend in accountability is demonstrated by the increased emphasis on performance of councils, progress of clients, and effectiveness of service programs; 2. Evaluation activities are being seen from a broad scope and comprehensive viewpoint rather than on a narrow, localized scale; 3. Influencing activities for state councils may be approached from a practical as well as political viewpoint; 4. The voice of the …