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Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students

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.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc277716
Date12 1900
CreatorsThomson, Marty C.
ContributorsRamos, Vincent, Hipple, John L., Johnson, Ray W., Watkins, C. Edward
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatv, 96 leaves, Text
RightsPublic, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Thomson, Marty C.

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