Eighty-seven high school students completed a modified version of the Organizational Communication Conflict Instrument: 38 students had behavioral problems and 49 didn't. Result indicate that all these students use significantly more control strategies than solution-orientation or non-confrontation strategies to resolve conflicts with their peers. T-tests identified several significant differences ($\alpha$ = 0.05): (1) boys with behavioral problems use significantly less non-confrontation strategies than boys without behavioral problems; (2) girls with behavioral problems use significantly less solution-orientation strategies than girls without behavioral problems; (3) boys with behavioral problems use significantly more solution-orientation strategies than girls with behavioral problems. Furthermore, although only significant at $\alpha$ = 0.07, boys with behavioral problems belonging to non-nuclear families use control strategies more than boys from nuclear families. These findings show however that all high school students could benefit from conflict resolution programs.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

<p> This study&rsquo;s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD.</p>