Individuals with emotional or behavioral disorders (E/BD) characteristically have experienced the least favorable outcomes of any group of individuals with disabilities. Learning disabilities frequently co-exist with E/BD and result in problems mastering academic content (Coleman & Vaughn, 2000). As a result of their academic difficulties, many students with E/BD do not finish high school. In fact, research shows that more than 50 percent of students with E/BD drop out (Chesapeake Institute, 1994, Rylance, 1997; U.S. Department of Education, 1998). This dissertation presents a student perspective on how well current practice allows for successful transitions for students with emotional or behavioral disorders from high school programs to post-high school educational and career opportunities. This study obtained the student point of view of program activities that they consider most important to high school completion and post-high school educational and employment opportunities. A phenomenological approach is used to investigate the research question related to program features leading to positive outcomes for students with emotional or behavioral disorders. The major source of data is semi-structured interviews of former students of E/BD programs. Phenomenological, qualitative research methods were used to examine student perceptions of E/BD program effectiveness with a focus on current services and program activities. The study found that those participants who graduated from a program and successfully entered college or the workforce have a strong sense of the intrinsic value of academics, strong pro-social skills and have been exposed to relevant career development programs. The findings identify program features that affect the quality of services and activities as perceived by the former students themselves. The use of an individual-interview process that focuses on the perceptions of students assumes that in order to be effective, interventions must respond to the perceived needs of the students. Programs that fail to foster such satisfaction may be inadequate, given the field's expressed ambition that students have access to an appropriate program tailored to their unique needs. The results have both practice and policy implications for program design that will result in improved outcomes for students with emotional or behavioral disorders.

Statement of problem. School districts having strained resources must somehow deal with a growing population of students diagnosed as "Emotionally Disturbed". It is important to know what is the predominant approach used with this group, whether or not it is deemed as being effective, and which individuals influence choice of a particular approach. Methods. This study surveyed Special Education Administrators/Directors of two states (Massachusetts and Rhode Island) to identify (1) whether there was a general preferred intervention approach; (2) whether the source of influence on the individual teacher's approach selection process had any relationship to the approach indicated by the Administrator as used; (3) whether there was a relationship between the approach(es) rated most effective and the one stated to be used. Random on-site inspection of several programs were later conducted to verify findings. Results. Data obtained from questionnaires was similar from both states surveyed. All three null hypotheses were significantly rejected. The information extracted from these questionnaires indicated strongly that: (1) The behavior modification approach was indicated by the respondents as the preferred approach. (2) There was a strong relationship between influence and program with the three highest rated influences, in decreasing order of rating, being the practical needs of the group, the school psychologist, and graduate education. (3) A relationship does appear to exist between the approach regarded by Directors/Administrators of Special Education as most effective and the approach used in their classrooms. On-site inspection of several alternative programs suggested that, although the behavioral approach was indicated as being the predominant approach, in reality, an eclectic approach using some aspects of the behavioral approach was being utilized. Some behavioral methodology existed but was often poorly applied in an attempt to deal with disruptive behaviors. Conclusions. As a result of the information obtained from this survey research, the author suggests the following: (1) Undergraduate and graduate programs need to offer more courses and training in the practical applications of the behavioral approach. (2) Rules pertaining to classroom operation must be clear and simple to ensure consistency. Communication among staff must be so good that they are working as a team. (3) Classrooms using the behavioral approach have to be properly equipped and adequately staffed.

This study examined and evaluated protocols and training activities for responding to the disruptive behavior of students with psychological problems at institutions in the Massachusetts State College System during the 1997–1998 and 1998–1999 academic years. A review and analysis of the literature and case law provided a basis for evaluating response protocols and training activities. Interviews with policy makers provided a framework for studying the processes used to develop, implement, and evaluate response protocols and training activities. Research questions focused on the number and types of incidents related to the disruptive behavior of students with psychological problems, the types and effectiveness of protocols and training activities, and whether or not the elements of federal law, state statutes, and relevant case law were incorporated in protocols and training activities. This study revealed that the Massachusetts State College System utilized protocols and training activities to respond to the disruptive behavior of students with psychological problems. The types and breadth of protocols and training activities varied by campus and included emergency medical care, hospitalizations, students' return to the residence halls, mandated evaluations, withdrawals, and the use of the student discipline system. This study further revealed that the state colleges reported that the elements of federal and state laws, as well as court opinions, were included in response protocols and training activities. This study found that training activities were offered in varying degrees at the state colleges that participated in the study. Significant training was offered to student resident assistants, but faculty and staff did not participate in training programs to the same extent as students. This study found that communication among individuals involved in developing, approving, implementing, and evaluating protocols was key to successful interventions. From the study, the researcher recommended three topics for further study. They included a study of best practice collaborations between hospitals and colleges, a study of the emerging pattern of high school violence and school responses and training activities, and a study of legal issues surrounding the disruptive behavior of students with psychological problems.

Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 109-114) Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Photocopy of tyepscript. Includes bibliographical references (leaves 97-104).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 77-82).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 97-104). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 77-82). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 195-205). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. William R. Snyder, Florida State University, College of Education, Department of Educational Leadership. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.