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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc277716 |
| Date | 12 1900 |
| Creators | Thomson, Marty C. |
| Contributors | Ramos, Vincent, Hipple, John L., Johnson, Ray W., Watkins, C. Edward |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 96 leaves, Text |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Thomson, Marty C. |
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