<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>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12230408 |
| Date | 01 May 2020 |
| Creators | Michael Foster Henry (8781926) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/TEACHER_PERCEPTION_ON_THE_EFFECTIVENESS_OF_POSITIVE_BEHAVIORAL_SUPPORTS_FOR_STUDENTS_WITH_EMOTIONAL_AND_BEHAVIORAL_DISABILITIES/12230408 |
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