Thesis (MA(Psychology))-University of Pretoria, 2007. / Includes bibliographical references.

abstract: Teachers use different rates of positive feedback with students who are high-risk for emotional and behavioral disorders (EBD) in comparison to the rates of positive feedback teachers' use with low-risk students. By addressing the differential treatment, it may alleviate some of the related negative effects students high-risk for EBD experience, such as poor educational and social outcomes. The study explored the extent of teachers' differential use of feedback toward students identified as high-risk and low-risk for EBD. The data were collected in 56 teachers' classrooms by measuring rates of feedback delivered to 1 high-risk and 1 low-risk student per classroom (112 students total). Results revealed that teachers used positive strategies infrequently with the students high- risk for EBD. Results further indicated that teachers were over reliant upon using negative feedback with high-risk students. Descriptive variables within the study, such as school-wide and teachers' self-evaluations of positive classroom strategies, schools' special education population, and suspension rates were further explored. Implications for professional practice and potential future lines of inquiry on the differential treatment of students at risk for EBD in educational settings are presented. / Dissertation/Thesis / Ph.D. Special Education 2011

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.

This study, conducted in one local authority in England, set out to investigate how and why ‘Structured Teaching’ is implemented for children with autism and learning difficulties who are educated in special schools in one local authority in England. Structured Teaching is the educational component of the comprehensive approach ‘Treatment and Education for Autistic and Related Communication handicapped CHildren’, better known as the TEACCH approach. Structured Teaching aims to promote independence and self-esteem, manage behaviours and, in so doing, facilitate learning. Despite its popularity, there has been little research in relation to the approach as it is implemented in the United Kingdom. In addition, the need for eclectic educational practice is widely documented, given the wide range of individual needs and strengths of learners with autism. Yet despite schools implementing a diverse range of approaches, knowledge of how and why teachers select combinations of approaches is limited. This investigation aimed therefore to: 1. Identify which Structured Teaching strategies are implemented, in what ways and for what purposes. 2. Identify which other approaches are used in combination with Structured Teaching and for what purposes. 3. Explore factors which underpin teachers’ decisions in selecting and combining approaches. An early literature review established key principles, purposes, definitions and concepts associated with Structured Teaching, as determined by those who developed the TEACCH approach to autism. This enabled the researcher to evaluate whether Structured Teaching was being implemented in the ways intended by those who developed the approach. A further literature review explored the existing research evidence-base for Structured Teaching and revealed gaps in that evidence, both methodologically and in relation to outcomes for children. A positivist approach which measures children’s behaviours has resulted in Structured Teaching being identified as an ‘evidence-based approach’. However, that evidence neglects to consider the perceptions of those who implement the approach and does not consider in depth other outcomes for children such as the effect upon their wellbeing and readiness to learn. This investigation was therefore designed to explore the gaps in the existing research evidence in order to better understand how and why the approach is implemented. An initial survey questionnaire, distributed to five special schools in one local authority in England, found that all components of Structured Teaching were being implemented. The results revealed that a predominant perception of outcomes for children was linked to their wellbeing. A variety of other classroom approaches were also identified by respondents and again linked to children’s wellbeing. Subsequently, an interpretative case study approach was designed to gather qualitative insights into classroom practices in relation to Structured Teaching combined with other approaches. Multiple case studies included: two key stage two classes in one special school; one key stage two class, together with one contrasting class for children in their early years, in another special school in a neighbouring town. Fieldwork took place over four school terms. Iterative analysis of interviews and classroom observations revealed that Structured Teaching is implemented as a flexible framework, responsive to individual needs and strengths. Within this framework, a combination of other approaches is implemented. Decision-making is underpinned by knowing each child as an individual and with a priority focus upon children’s wellbeing. The analysis and synthesis of the case studies result in a new model, which reflects the ‘mindful blending’ of approaches within a framework of Structured Teaching. The results of this investigation complement the existing research evidence-base. Future research might best be conducted by adopting a mixed-methods approach, combining positivist with interpretivist methodology. This would enhance the research evidence. Measurable behaviours would reveal what children do as a result of classroom practices, whilst insights of practitioners may shed light on potential reasons for why. In addition, an interpretive approach might also usefully gather the insights of those who are at the receiving end of a blend of approaches, that is, the children and their families. Finally, future research might test the usefulness of the ‘mindful blending’ model in order to inform and enhance educational approaches for children with autism.

This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the competencies. Participants included educators who had completed university-based coursework on emotional and behavioral disorders. Competencies from the Qualification and Preparation of Teachers of Exceptional Children study were correlated with CEC's content standards and knowledge skill sets for special education teachers of individuals with emotional and behavioral disorders. Participants ranked 88 competencies on importance and proficiency. Results revealed that educators' proficiency in competencies, their years of experience, and level of education contribute a significant percentage of variance in their ratings of the importance of competencies. Implications for further research are provided.

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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. Therefore teacher age, level of education, type of certification held, or years of teaching experience yielded no significant differences on the mean rankings of the knowledge/skills clusters.

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