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Full-Text Articles in Education
Differences Between Physical Vs. Non-Physical Activity Rewards On The Behavior Of K-8 Students With Emotional And Behavioral Disorders, John Trevor Guerra
Differences Between Physical Vs. Non-Physical Activity Rewards On The Behavior Of K-8 Students With Emotional And Behavioral Disorders, John Trevor Guerra
Doctoral Dissertations and Projects
Students with Emotional and Behavioral Disorders (EBD) face many challenges in the classroom, including the propensity to act-out in class with externalizing behavior such as work avoidance, off-task behavior, refusal to follow rules, and aggression. Past research has focused on the benefits of using reward systems within the classroom, with evidence that those who teach using some form of reward system as a motivator often meet with success. Rewards driven by Token Economies have specifically shown promising results when used with students with disabilities who display challenging behaviors. The purpose of this study was to measure the effects of using …
The Impact Of Refusal Of Accommodations By High School Students With Learning Disabilities, Emotional Disturbance, Or Other Health Impairment On Their Attendance And Discipline Referral Rates, Lucheia Graves
Doctoral Dissertations and Projects
The inclusion of students with learning disabilities, emotional disturbances, and other health impairments in general education classrooms is mandated by the Individuals with Disabilities Education Act. For the majority of these students with disabilities, accommodations are necessary for them to achieve the same academic successes as their nondisabled peers. Therefore, an Individualized Education Plan (IEP) is put into place for students that mandates specific accommodations essential for each formally identified student for an equal chance to succeed academically. Unfortunately, there are instances when high school students with a learning disability (LD), emotional behavioral disabilities (ED), or other health impairment (OHI) …
Characteristics Necessary For Teacher Success In A Classroom For Students With Emotional Disabilities, Cheryl Bowers
Characteristics Necessary For Teacher Success In A Classroom For Students With Emotional Disabilities, Cheryl Bowers
Doctoral Dissertations and Projects
The purpose of this collective case study was to describe the characteristics necessary for teacher success in a classroom for students with emotional disabilities (ED) through the perceptions of teachers of students with ED, administrators, and behavior specialists in South District. Albert Bandura’s social cognitive theory guided this study as it explains the mutual influence among cognitive, environment, and behavior factors for teachers. A rich description of the perceived characteristics necessary for teacher success in an ED classroom was created thereby answering the central question of the study: What characteristics does a person need to be a successful teacher in …