This study presents a Therapeutic Assessment-based method of psychological assessment for use in elementary schools. It focuses on work with the assessed student’s teacher in cases in which conflict between the student and teacher results in a “stuck” relationship. It seeks to improve the student-teacher relationship, increase teacher empathy for the student, improve the usefulness of report recommendations, and reduce teacher stress. A multiple-baseline, single-case design is proposed. Visual analysis and effect size estimates will be the primary analyses used. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-05-3164 |
| Date | 26 July 2011 |
| Creators | Beasley-Rodgers, Austin Blair |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
Page generated in 0.0017 seconds