Made available in DSpace on 2016-08-03T12:21:07Z (GMT). No. of bitstreams: 1 Abigail Daneluz.pdf: 780579 bytes, checksum: bd944bfc67be0de8317205a45f16805a (MD5) Previous issue date: 2010-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / When we look at the records of Sunday School in Brazil, with exception of the material produced and brought by North American missionaries, until very recently, only one Baptist Brazilian, Lécio Dornas, had produced literature which aided pastors, leaders and teachers in the tough task of Christian teaching. In his trilogy: Help I m a Sunday School Teacher from 1997, Defeating the Sunday School Enemies from 1998 and The New Sunday School, The Usual Sunday School from 2001, Dornas introduces teachers to new possibilities on Sunday School. Nonetheless, in its pedagogical and theological tenets, Dornas proposal shows certain limitations in building a dialogical-liberating educational praxis which responds to contemporary challenges and needs. The proposal of this dissertation is to offer a critical reading of the pedagogical and theological tenets of Lécio Dornas proposal to the Sunday School of the Baptist Church, from the perspective of Paulo Freire and Juan Luis Segundo. Both will unveil a new approach to the Sunday School which intends to establish itself as praxis. / Quando olhamos o histórico da Escola Bíblica Dominical (EBD) no Brasil, com exceção do material produzido e trazido por missionários estadunidenses, até muito recentemente, apenas um brasileiro batista, Lécio Dornas, produziu literatura que auxiliasse pastores, líderes e professores nesta difícil tarefa da docência cristã. Em sua trilogia: Socorro sou Professor da Escola Dominical de 1997, Vencendo os Inimigos da Escola Dominical de 1998 e A Nova EBD, A EBD de Sempre de 2001, Dornas introduz o docente a novas possibilidades na EBD. Todavia, em seus pressupostos pedagógicos e teológicos, a proposta de Dornas evidencia algumas limitações para a construção de uma práxis educacional dialógico-libertadora que responda às necessidades e desafios contemporâneos. O objetivo desta dissertação é oferecer uma leitura crítica dos pressupostos pedagógicos e teológicos da proposta de Lécio Dornas para a EBD da Igreja Batista a partir de Paulo Freire e Juan Luis Segundo. Ambos revelarão uma nova abordagem para a EBD que pretende constituir-se como práxis.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / Mickey L. Losinski / Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of fourth, fifth, and sixth grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest-posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.

<p>Student behavior, such as in students with EBD (Emotional and Behavioral Disability), can cause disruptions and be difficult to direct in a positive manner (Stoutjesdijk, Scholte, & Swaab, 2012). Perceptions of these students happen before the student ever enters the classroom. Many general education teachers develop a negative perception of any student labeled EBD and that perception impacts the way the teacher interacts and perceives the actions of the student with EBD. It was found that teachers were over 80% more likely to give negative responses to the students with emotional and behavioral disability than to general education students (Sazak-Pinar, Elif & Güner-Yildiz, 2013). Often when teachers perceive students with EBD in this fashion, the student begins to develop a view of negative self-worth and begin to question if they have any value (Gallagher, 1997).</p> <p>This study was done to gather information and build a pathway to develop a training handbook that can be a resource for existing and future teachers. This training handbook focuses on techniques, but not simply the techniques by themselves. These techniques stress the needs to work with other skills. No technique works all alone nor for every student. Flexibility is paramount and this handbook will assist the reader in understanding how to incorporate techniques to best assist students with EBD.</p>

This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.

Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 EBD teachers. Results of independent-samples t-tests indicated there were no statistically significance differences in responses between the 2 groups. However, there were notable differences when the highest and lowest means scores of individual survey items were examined. The importance both groups placed on job supports when compared to college preparation and job benefit/amenities was evident. Additionally, the results indicated that EBD teachers planning on leaving the profession placed more importance on direct contact with school administrators when compared with those intending to stay. Results of this study should be taken with caution as they are drawn from a relatively small sample of EBD teachers. The results of the study may add to the field of research on EBD teacher attrition rates and possibly assist universities, educational leaders, and education policy makers in developing means to address this issue. Importantly, the results of the study could promote the professional success of EBD teachers as well as the academic, behavioral, and social growth of the students they teach.

The purpose of this study was to investigate the effects of a computer program for students with emotional behavioral disorder (EBD) on behavior and academics. This concurrent, multiple baseline study investigated the use of Brainology with three upper elementary students diagnosed with EBD. Evaluations across behavior, academics, and behavioral academic indicators resulted in indications of possible effectiveness with one fourth grade student and limited to no effects with the other two students. There was a lack of multiple demonstration of intervention effect in this study across the baseline for behavior. Overall, student effort appeared to increase using this intervention, which is an important finding given the problems with disengagement that students with EBD experience (Wagner et al., 2004. Despite the limited results of this study, Brainology appears to hold some promise for students with EBD and it is hoped that further research will explore this possibility further. The teachers and students indicated that the treatment had strong to moderate validity on validity measures. Implications for Brainology and students with EBD are presented. Study limitations and directions for future research and practice are discussed. / text

Area of focus/rationale for the study: This study is an evaluation of an intervention, named Thrive, which is designed to promote the emotional development of children with Emotional and Behavioural Difficulties (EBD). The focus is to investigate the extent to which Thrive is effective in improving certain emotional and behavioural outcomes for children as well as exploring the experiences of those who are involved with the programme. The study is set out in two papers. Paper one assesses changes in pupil emotional well being over time using two subscales designed to measure specific aspects of resiliency, namely, ‘emotional reactivity’ and ‘sense of relatedness’. It also uses an assessment to measure changes in emotional and social skills which are considered important in order for pupils to engage in learning in a mainstream classroom environment (readiness to learn). Paper one also looks at the possible association between the Thrive training and staff attitudes towards pupils with EBD. Paper two explores, in depth, the experiences of the Thrive approach from the perspective of a small sample of school staff, pupils and parents. This process of exploration serves to better understand the outcomes from paper one by identifying a number of factors which may contribute to the successful or unsuccessful implementation of Thrive in a particular educational context. Context, Background and Research Objectives: Broad labels of ‘Emotional and Behavioural Difficulties’ (EBD) and’ Behavioural Emotional and Social Difficulties’ (BESD) tend to encompass behaviour which interferes with a child’s own or other’s learning; signs of emotional turbulence; and difficulties in forming and maintaining relationships. SEBD is used interchangeably with BESD (Behavioural, Emotional and Social Difficulties) in policy documents and theoretical writing (Evans, 2010). Schools tend to use the term EBD and this will generally refer to children whose behaviour and emotions prevent them and others from learning to their potential (DCSF, 2008). For ease and consistency I will use the term EBD throughout this study. The Special Needs and Disability Act (2001) sets out the right for children with EBD to be educated in mainstream schools. Due to the disruptive impact on learning for self and others, this group of children have been cited as one of the most difficult groups to include (Evans & Lunt, 2002). Behaviour management continues to be high on the education policy and practice agenda in England and the rest of the UK. Schools are faced with the challenge of finding ways of ensuring children with EBD are included in the ordinary classroom with their peers and to ensure that the needs of this vulnerable group of children are adequately met. Alongside this, Government Policy (e.g. NICE Guidelines, 2007) now requires schools to promote the emotional well-being of children who exhibit signs of emotional and behavioural disturbance. There is a demand for evidence based approaches to support children with EBD in mainstream schools from which professionals, such as Educational Psychologists, can draw on in order to make positive changes (see literature review in Appendix B.9 for more details). Thrive is a trademarked programme developed by a multidisciplinary team named ‘Fronting the Challenge’ (ftc). The programme is described as a ‘dynamic developmental approach to working with vulnerable and challenging children whose behaviour interrupts their own and others learning’. The Thrive programme borrows from a range of research and theory around neuroscience, child development, attachment theory and the role of creativity and play (for example Sunderland, 2006; Hughs, 2004; Illsey- Clarke & Dawson, 1989; Stern, 2003). It can be described as a school based intervention which is informed by a psychotherapeutic model as it aims to support children by addressing core relational and developmental features (Evans et al., 2003). Similar to nurture groups, Thrive is based on the understanding that for a child to develop a healthy ability to adapt to his or her social environment they must have experienced a sensitive, responsive and caring relationship with a significant carer/parent (Stern, 2003; Sunderland, 2006). But additional to a nurture group approach, the intervention draws on a concept from Transactional Analysis (Berne, 1964; Levin, 1982; Illsley Clarke & Dawson, 1998) which assumes that a child moves through a number of clearly defined stages of emotional development. The Thrive approach uses a computer based assessment, which relies on pupil observations, to identify specific ‘interruptions’ in this development; and targeted relational experiences, i.e., experiences of being in relationship with another human being, are recommended to promote further development. This will be discussed in more detail within the introduction of this thesis. As part of a wave two pathfinder for the Targeted Mental Health in Schools (TaMHS) Project under DCSF, in 2009, Thrive training was delivered to staff working with children and young people in three learning communities within a local authority in the South West of England. This included staff from approximately forty schools (including primary schools, secondary schools, a PRU and a special school) as well as multi-disciplinary staff such as CAMHS, Educational Psychologists and Behaviour support staff. At the time of beginning this study, thirty eight primary schools within the local authority had already been trained in Thrive and were implementing the intervention with some of their pupils. There was much testimony from staff working with children and young people that the training was highly valued and influential on their professional practice. Furthermore, there were a number of claims suggesting that pupils involved in Thrive were experiencing a whole range of positive outcomes attributable to the programme. For example, that the most disruptive pupils were calmer and making fewer visits to the Head Teacher’s office; that emotionally vulnerable children had become more confident and more trusting; that attendance had improved; and that the number of fixed term exclusions had diminished. Although there were a small number of detailed case studies prepared by schools themselves, the claims were, in the main, based on anecdote. Where schools had made some attempt to measure the impact of Thrive the methodology lacked basic rigour and findings were susceptible to bias; pre and post measurements were very limited and control measures were absent in all cases. The project lead for TaMHS reported ‘emerging’ data in relation to reduced numbers of fixed term exclusions, reductions in referrals to other services and referrals for statutory assessment. However, the source of this data was also said to be unreliable. Despite all of this, a general positive ‘vibe’ about the intervention based on a melange of potentially unreliable evidence was persuasive enough for the local authority to consider further investment into the intervention. Further details of current evidence related to the impact of Thrive can be found in Appendix A.1. Objectives of this study: • To provide a more reliable understanding of the effectiveness of the Thrive programme in supporting children with EBD within mainstream primary schools. More specifically: - To find the extent to which Thrive reduces pupil ‘emotional reactivity’, improves pupil ‘sense of relatedness’ and improves ‘readiness to learn in a mainstream classroom’. - To find whether there is an association between the Thrive training and staff attitudes towards the inclusion of children with EBD in mainstream primary schools. • To explore how a small sample of pupils, parents and staff experience Thrive.

Attention Deficit Hyperactivity Disorder (ADHD), according to the DSM-IV-TR, is a developmental disorder that is first identified in childhood, where children display inattention and hyperactivity, impulsivity or a combination thereof. This PhD study focuses on understanding and explaining how educators understand learners who may have ADHD in their classrooms. The main research question is: “How do educators experience learners in their classrooms who may have ADHD? ”The main research question was developed into sub-questions: 1) How do educators experience teaching and teaching the learner who may have ADHD? 2) How do educators manage their classrooms with learners in their classrooms, who may have ADHD? 3) How has the experience of educating learners who may have ADHD influenced or affected the educator? A narrative research design was employed, whereby 17 educators, from three different schools from Gauteng were interviewed. Informed consent was collected from all participants. The textual data was analysed using content theme analysis. The educators’ narratives varied according to teaching experience and maturity within the diverse context of the school environment. Five themes emerged from the data generated from the study. Findings from the study indicate that: (1) learners who may have ADHD appear to be treated differently from the other learners; (2) the educators’ keep learners who may have ADHD busy with different activities as one of the methods most commonly used in managing learners who may have ADHD; (3) the educators feel that learners who may have ADHD challenge them; (4) educators feel that they need to be able to share information with other educators on how to manage and support learners who may have ADHD and that they need outside assistance from a specialist and (5) the educators feel that parents do not pull their part in assisting educators and/or learners who may have ADHD. Subsequent to the theme analysis two interviews were then selected, instrumentally analysed and discussed in order to represent personalised accounts of educators’ experiences of learners who may have ADHD in their classrooms. Lastly, the themes have been presented as a narrative. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Sammanfattning Syftet med denna kvalitativa studie är att undersöka hur specialpedagoger skapar mening kring arbetet med skolproblematiskt beteende, dess orsaker och lösningar. Via kriterieurval valdes sex specialpedagoger ut vars erfarenheter på olika sätt kompletterade varandra. De arbetade i fem kommuner utspridda över Sverige. Två arbetade kommunövergripande, tre på skolor. De hade varit yrkesverksamma olika länge och de var verksamma i olika sociokulturella områden osv. Semistrukturerade intervjuer genomfördes via Teams och varade i 60–80 minuter vardera. Frågorna var öppna och informantens ord och begrepp togs tillvara i fördjupande följdfrågor. Datan bearbetades med hjälp av diskursanalys och tematisk analys. Resultatet visar att de skolproblematiska beteenden som specialpedagogerna lyfter fram var a) beteende som bryter mot lärarens norm om det korrekta beteendet i skolan b) beteende i form av affektutbrott c) beteende till följd av att en person är avogt inställd till en annan person. Vidare framkom tre förklaringsmodeller i specialpedagogernas tal om skolproblematiska beteenden: Problemskapande skolkrav och normsystem; Problemskapande inre: affekttillstånd eller diagnos; Problemskapande polarisering i relation. Dessa förklaringsmodeller låg till grund för vilka lösningar som ansågs meningsfulla. Förklarings-modellerna som specialpedagogerna utgick ifrån möjliggjorde därigenom vissa lösningar, medan andra lösningar utestängdes. T.ex. beskrevs KBT-behandling som en meningsfull lösning för elever som ansågs ha ett problemskapande inre: affekttillstånd/ diagnos. Men om orsaken till problembeteendet istället antogs bero på problemskapande skolkrav och normsystem blev det meningsfullt att förändra läraren genom en synvända så att läraren började anpassa undervisningen efter elevens behov. Studien visade även att vad som framhölls som ett meningsskapande arbete kring skolproblematiska beteenden påverkades av huruvida specialpedagogen intog ett inifrån- eller utifrånperspektiv. Här skapades diskurser om eleven som problemskapande motståndare samt den problemskapande läraren som behövde förändras.  Resultatet visar på att specialpedagoger behöver bli medvetna om att när de intar en specifik förklaringsmodell kommer vissa lösningar bli givna medan andra döljs. Därför behöver de kunna skifta mellan olika förklaringsmodeller för att hitta fler sätt att hantera situationen. Likaså behöver de reflektera över om de intar ett inifrån- eller utifrånperspektiv i den givna situationen samt vad detta får för konsekvenser.

The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.