Educational policy mandates student participation in statewide accountability assessments with the expectation that students achieve proficiency on content objectives. Demonstrating proficiency may be most difficult for students with an Emotional Disturbance (ED) who experience poor school outcomes. This study examined the participation and performance of students with ED on a regular statewide accountability assessment in math and examined the relationship between student and school level factors to student participation and performance. In the study, 34% of the students with ED participated and met proficiency standards on the regular statewide assessment in math. Student level factors examined were grade level, gender, ethnicity, and intelligence. School level factors were school-wide socioeconomic status and instructional setting for math; ethnicity, intelligence, and instructional setting associated with participation; grade level, ethnicity, and intelligence associated with performance. Level of intelligence was the only factor predictive of both participation and performance on the regular statewide accountability assessment in math.

Thesis (Ed.M.)--Boston University

No description available.

This study was an objective investigation of an operant program in behavior modification using tangible reinforoers, which was conducted in two Special Education classes in the Denton Independent School District.

The rational emotive psychology movement has contributed significantly to the development of training approaches to explore the behavioral characteristics and emotional dynamics of full and healthy living. In response, this study was initiated to assess the effects of rational behavior training (RBT) upon emotionally disturbed adolescents in an alternative special education program.

The purpose of the present investigation was to develop and field test a practical program for the mainstreaming of behaviorally disturbed childred into regular fifth-grade classrooms. The 10-day training program emphasized the training of both teachers and peers as therapeutic agents. It focused upon the teachers' behaviors in terms of establishing classroom rules, praising and ignoring, minimizing reprimands, individualizing instruction, and providing ix naturally-occurring reinforcers to the children. The program enlisted the aid of the peers in terms of utilizing them as tutors, models, and as reinforcing agents or therapists. The children were taught to self-monitor their attention to appropriate and inappropriate behaviors and role playing techniques were used. Multiple baseline designs were used to assess the effects of intervention in five classrooms and on the target behaviors of ten children identified as emotionally disturbed. Treatment effects were replicated across students and teachers in three experiments. Substantial reductions in inappropriate behaviors were obtained while significant academic gains in reading and math were fostered. The results indicated that this approach was effective, efficient, and suitable for a variety of elementary classrooms.

No description available.

The purpose of this study was to explore regular education student perceptions of the effects of implementing behavioral interventions for seriously emotionally disturbed students (SED) in the regular classroom. Student perceptions of classroom friction or disruptiveness, apathy, and general enjoyment or satisfaction were evaluated. It was predicted that regular education students would report more classroom friction, increased apathy, and less satisfaction when interventions were implemented in the regular classroom for a target SED student.

The primary purpose of the study was to determine the effectiveness of an intensive, in-service training program for modifying selected personality traits among para-professional counselor aides restricted to working with emotionally disturbed youth in a residential treatment center. Additionally, an attempt was made to identify the areas in which personality traits were modified, both between experimental and control groups and between males and females.

The purpose of the present study is to investigate the differences in performance of a sample of children with organically based test behavior and learning disabilities and those children whose disorders are functional in origin. It is the purpose of this paper to determine if there exists a particular profile on the Bender Gestalt and the WISC that would help to differentiate these two diagnostic categories which at some levels of behavior are quite similar. The present study is an attempt to compare the WISC and the BGT of emotionally disturbed children with the WISC and the BGT of those children who have been diagnosed as neurologically impaired. It is more important today than ever before to ascertain a correct estimate of ability, the reasons for difficulties in learning and behavioral problems of young school age children, while at the same time taking into consideration the global intelligence and potentials of the individual. This eminates from the growing interest in, and work with, the different diagnostic categories of children by clinics and schools. This increased interest is evident in the larger number of diagnostic personnel associated with the school systems and more individualized types of instruction for the child with unusual difficulties or abilities.