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.

Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-19T18:55:00Z No. of bitstreams: 1 Rosemary Goncalves de Oliveira.pdf: 1678612 bytes, checksum: ee6039b67af31c11da389986f2145ab1 (MD5) / Made available in DSpace on 2017-06-19T18:55:00Z (GMT). No. of bitstreams: 1 Rosemary Goncalves de Oliveira.pdf: 1678612 bytes, checksum: ee6039b67af31c11da389986f2145ab1 (MD5) Previous issue date: 2017-03-30 / The present study aims to search the experiences of teachers of municipal public basic education diagnosed with some mental and behavioral disorder, with the objective of identifying / analyzing common elements. The complex thinking in Edgar Morin's perspective was the theoretical reference of this dissertation since in the sickness by mental and behavioral disorders is the combination of biological, psychological and social factors that makes it a complex phenomenon. It makes a qualitative approach with open interviews to five primary and final elementary school teachers from four different municipalities in the state of São Paulo. Objective and subjective aspects intrinsic to the subject and school environment are observed in the reports of teachers' experiences. It obtained as results the following common elements in the experiences: the choice of the profession; the relationships established in the interactions with students and their families, with co-workers and with school management; the lack of support in situations of violence experienced daily. The analyzes of these elements indicate the need to rethink the relationships for an ethics of understanding the human condition, educational and health policies in the work environment that considers the subject in his actions, as well as the inclusion of education to the understanding of the condition In initial teacher education and education professionals in general. For future research, it also aims to listen to others involved in the educational process, such as managers, students and their families, in the search for a joint understanding of the school educational process. / El presente investigación tiene como objeto de estudio la experiencia de los maestros de educación básica diagnosticados con algún trastorno mental y del comportamiento, con el fin de identificar/analizar los elementos comunes en las experiencias de estos maestros diagnosticados en el ejercicio de su función, el pensamiento complejo desde el punto de vista de Edgar Morin fue el marco teórico para esta disertación, ya que en la enfermedad de trastornos mentales y del comportamiento implica la combinación de factores biológicos, psicológicos y sociales por lo que es un fenómeno complejo. El enfoque cualitativo, con entrevistas abiertas a cinco maestros de jardín de infantes y escuela primaria primeros años y finales de cuatro municipios diferentes del estado de Sao Paulo. Se observan aspectos objetivos y subjetivos inherentes a la relación entre el entorno educativo escolar y sujeto en los informes de experiencias de los maestros. Obtenida como resultados los siguientes elementos comunes en las experiencias: la elección de la profesión; las relaciones en las interacciones con los estudiantes y sus familias; compañeros de trabajo y gestión de las escuelas; la falta de apoyo en situaciones de violencia que se vive a diario. Las analisis de estos elementos indican la necesidad de replantear la relación a una comprensión ética de la condición humana y las políticas educativas y de salud en el lugar de trabajo para examinar el tema en sus acciones, y la inclusión de la educación para la comprensión de la condición humana en la formación inicial del profesorado y profesionales de la educación en general. Los puntos también para futuras investigaciones por la escucha de otras personas involucradas en el proceso de educación escolar y los administradores, los estudiantes y sus familias en la búsqueda de un entendimiento común del proceso educativo de la escuela. / A presente pesquisa tem como objeto de estudo relatos das experiências de docentes da educação básica pública municipal diagnosticados com algum transtorno mental e comportamental, com o objetivo de identificar/analisar elementos comuns. O pensamento complexo na perspectiva de Edgar Morin foi o referencial teórico desta dissertação visto que no adoecimento por transtornos mentais e comportamentais está a combinação de fatores biológicos, psicológicos e sociais o que o torna um fenômeno complexo. Faz uma abordagem qualitativa com entrevistas abertas a cinco docentes da educação infantil e ensino fundamental anos iniciais e finais de quatro municípios diferentes do estado de São Paulo. Observam-se aspectos objetivos e subjetivos intrínsecos na relação sujeito e ambiente escolar educacional nos relatos de experiências das docentes. Obteve como resultados os seguintes elementos comuns nas experiências: a escolha da profissão; as relações estabelecidas nas interações com os alunos e suas famílias, com os colegas de trabalho e com a gestão escolar; a falta de apoio nas situações de violência vivenciadas cotidianamente. As análises destes elementos indicam a necessidade de se repensar as relações para uma ética de compreensão da condição humana, as políticas educacionais e de saúde no ambiente de trabalho que considere o sujeito em suas ações, bem como a inclusão de educação para a compreensão da condição humana na formação inicial docente e de profissionais da educação no geral. Aponta, ainda, para pesquisas futuras, a escuta de outros envolvidos no processo educacional escolar como os gestores, os alunos e suas famílias na busca por uma compreensão conjunta do processo educacional escolar.

There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian students, their families, and how they acculturate to the American society. Acculturation affects parents and children in different ways, and it can affect the way parents raise their children. Using semi–structured interviews, this study examined Saudi mothers' perspectives on acculturation to American society and how those perspectives affect their childrearing beliefs and their children's behaviors. The descriptive qualitative study acknowledges mothers' perceptions about adaptation of Saudi children to American society and if those parents observe behavioral changes in their children. The results showed there are some changes that occurred regarding parental beliefs of parents due to acculturation, but there were not any behavioral problems caused by acculturation to the American culture in the Saudi children.

In den letzten Jahren ist nicht nur in der Forschung, sondern auch in der breiten Öffentlichkeit die akute Problematik der männlichen Identitätsfindung beziehungsweise Identitätskonstruktion unübersehbar geworden. Medial schlug sich dies allein im Januar und Februar 2008 in entsprechenden Leitartikeln sowohl im SPIEGEL als auch in der ZEIT nieder und lebensweltlich nimmt die Anzahl der von männlichen Jugendlichen ausgehenden Gewalttaten unvermindert zu. Ein Verweis auf die durch die Medien gegangenen U-Bahn-Attacken (München) mag hier genauso genügen wie die Erinnerung an die gewalttätigen Zwischenfälle an der Columbine High School, der Virginia Tech University, der Northern Illinois University (DeKalb), der Berliner Rütli Schule, dem Erfurter Gutenberg Gymnasium oder der Jokela Schule in Tuusula, Finnland.

Les symptômes psychologiques et comportementaux de la démence (SPCD) sont fréquents et peuvent concerner jusqu’à 90 % des patients atteints de la maladie d’Alzheimer. Considérant l’efficacité limitée et l’ampleur des effets secondaires observés avec les traitements psychotropes en France, la majorité des directives existantes soulignent l’importance de la recherche clinique sur la maladie d’Alzheimer et une amélioration de l’évaluation des approches non pharmacologiques (ANP). En 2016, Le recours à la médiation animale, comme prise en soins, en établissements d’hébergement pour personnes âgées dépendantes (EHPAD) est de plus en plus fréquent. Nous avions montré les bienfaits de cette ANP sur l'apathie dans la maladie d'Alzheimer et avons souhaité en démontrer son efficacité. Notre étude évalue et mesure, principalement à l’aide de l’Inventaire Neuropsychiatrique version Equipe soignante (NPI-ES), comment la présence du chien dans la psychothérapie des malades Alzheimer est associée à des niveaux de SPCD chez des femmes et des hommes, âgés en moyenne de 85 ans qui vivent en institution. Nous nous sommes concentrés sur le bien-être et la construction d’émotions positives de la personne âgée démente, en particulier sur la revalorisation de l’estime de soi, la stimulation, la remobilisation et le maintien des capacités cognitives préservées, comme base thérapeutique possible dans l’association de la présence du chien avec la diminution significative des SPCD. / Today, the use of animal mediation as a form of treatment in nursing homes has become more and more common. Our study assesses and measures, largely through the use of the Neuropsychiatric Inventory for Nursing Home (NPI-NH), how the presence of a dog in Alzheimer’s patient psychotherapy affects psycho-behavioral disorder (BPSD) levels in French men and women with a mean age of 85 years living in an institution. Our study focuses on well-being and on building positive emotion in the elderly with dementia, particularly through regaining self-esteem, stimulation, remobilization and maintenance of preserved cognitive abilities. This therapeutic basis is made possible through exposure to a dog with the goal of decreasing BPSD.

Male African American students with disabilities in a South Carolina school district have received a greater proportion of discipline referrals and exclusionary consequences than have other demographic groups. The purpose of this sequential mixed methods study was to explore classroom management strategies that may reduce this disproportionality. The conceptual framework was Skinner's applied behavior theory, which states that to change behavior, the environment must be changed. The qualitative guiding question investigated teacher beliefs about best classroom management practices. The quantitative research questions were intended to provide a description of discipline preferences. Quantitative data were collected through the Behavior and Instructional Management Scale (BIMS) survey (n = 20). Qualitative data were gathered from interviews with and observations of teachers of male African American students with behavioral disorders. Descriptive statistics of 20 BIMS responses indicated that participants' self -reported preferences were instructional management strategies and approaches that emphasized organizing the learning environment. Qualitative interview and observation data were analyzed using axial coding and a matrix. Findings indicated that although participants could identify disciplinary best practices, they lacked confidence to implement them. Based on these results, a professional development workshop for teachers was developed to implement research-based classroom management practices. This project will introduce social change for teachers by improving their efficacy in managing challenging behaviors and increasing instructional time. Students will also benefit from improved productivity in the learning environment.

No description available.

Emotional and Behavioral Disorders (EBD) directly influence learning, relationships, mood, and overall scholastic experiences. Research provides evidence that early intervention and prevention efforts can address the needs of students with EBD (Allen-DeBoer, Malmgren, & Glass, 2006; Cook, et al. 2008; Lien-Thorne & Kamps, 2005; Regan, Mastropieri, & Scruggs, 2005; Rivera, Al-Otiba, & Koorland, 2006), but in order to identify these at-risk youth, a screening system is needed to broadly consider Social, Emotional, and Behavioral Concerns (SEBC).This dissertation evaluated the alignment of a teacher nomination process (Teacher Nomination Form (TNF)) and a normative screener of EBD risk (BASC-2 Behavioral and Emotional Screening System (BESS), Kamphaus & Reynolds, 2007). Teacher nominations and rankings were significantly correlated to the BESS in the internalizing (.177), externalizing (.246), and combined categories (.304) groups. Multiple teacher nominations were not significantly related to BESS scores. Social validity evidence was gathered and interpreted.

Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby & Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, & Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby & Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, & Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.