This study explored potential patterns of association among the demographic characteristics, identification practices, educational interventions, and educational outcomes for students with serious emotional disturbance (SED) as well as specifically investigated the impact of age at identification with SED and the presence of co-occurring disabilities. Data was gathered from the educational records of students with SED in seven rural to semi-rural districts in Texas. Demographic information included gender, ethnicity, age at identification with SED, and identification with co-occurring disabilities. Identification variables that were investigated include the five federal qualifying criteria for SED, IQ score, and BASC and/or CBCL scores. Intervention variables that were explored included placement setting, restrictiveness of placement setting, type of related services provided, parental attendance at multidisciplinary team meetings, number of multidisciplinary team meetings, and total time spent in special education as a student with SED. Outcome variables that were examined included achievement levels in reading and math, attendance, special education status, and grade retention. Results suggested that earlier identification with SED is related to placement in less restrictive settings, achievement within two years of grade level in reading, and lower average number of absences. The presence of co-occurring disabilities in addition to SED is associated with placement in more restrictive settings and with achievement that is two or more years below grade level in reading and math. Additional findings and implications for future research as well as for current practice are discussed.

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This study was designed to determine whether or not auditory discrimination could be improved in a group of third-grade students by the use of a tape-recorded program of auditory exercises. Of additional interest was the effect that the program of auditory exercises would have upon the work recognition skills and the spelling skills of the third-grade students involved.

The purpose of this study was to compare three different types of programming options for identified gifted and talented middle school students.

Diploma thesis follows stress factors impact on a child at primary school, on his health and mental conditions and then the implication of the learning process and integrating the child into a children's collective. The theoretical part contains information dealing with forms of stress in general, potential stressors for the child, the consequences of stress on the human organism. The practical part investigates the experiences with stress factors of pupils that are somehow connected with their school life. As a result of the diploma thesis is to share basic advices for teachers on how to prevent stress at school and their pupils and how to work with the stressed child. key words: stress of children, education, school climate

M.A. (Psychology) / The purpose of this study was to determine whether an improvement in the self-efficacy for social situations in children with minimal brain-dysfunction would lead to an improvement in their social behavior. For this purpose a scale was constructed and validated for the assessment of self-efficacy in social situations. Fifty children with minimal brain-dysfunction, selected according to certain criteria, were then divided into an experimental and control group ...

Ph.D. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Education) / Please refer to full text to view abstract

Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Luk, Sau Ha. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 99-116). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; text in English with Chinese characters.