Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Behavioral assessment--Methodology; Problem children--Education; (1)
- Children with mental disabilities--Education; Children with mental disabilities--Psychological testing; (1)
- Counseling in elementary education; Group problem solving; Special education--Evaluation; (1)
- School employees--Training of; Problem children--Education; Problem children--Behavior modification; (1)
Articles 1 - 4 of 4
Full-Text Articles in Special Education and Teaching
Training For Challenging Behaviors In The School Setting, Kenzie Heusinkvelt
Training For Challenging Behaviors In The School Setting, Kenzie Heusinkvelt
Dissertations and Theses @ UNI
School personnel are asked to plan for, implement, and evaluate Behavior Intervention Plans (BIPs) in the school setting; however, not all school personnel have been properly trained to do so. There is limited research to date that demonstrates how different school personnel are trained in planning, implementing, and evaluating BIPs. The current study involves school personnel which include school psychologists, school social workers, special education consultants, and special education teachers. These school personnel were asked to indicate how adequate they believed their educational training was in providing a good understanding of various behavior topics and how well their educational training …
A Preliminary Investigation Of The Relationship Between Direct Behavior Rating And The Conners 3 Teacher Rating Scale - Short Form, Jessica Stodden Stumme
A Preliminary Investigation Of The Relationship Between Direct Behavior Rating And The Conners 3 Teacher Rating Scale - Short Form, Jessica Stodden Stumme
Dissertations and Theses @ UNI
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as a method of behavior assessment to inform decisions about universal screening as well as progress monitoring for group or individual interventions. Researchers have looked toward DBR as a potential method to capture levels of problem behavior for use in tiered problem solving models. Most research on DBR has focused on comparing its ratings against systematic direct observation. The current study examined the correlation between DBR ratings of academic engagement and disruptive behavior with the Conners 3-Teacher Short (Conners 3-T(S)) form. This is important …
Perceptions Of Problem Solving: Where's Waldo?, Darla Olk Stack
Perceptions Of Problem Solving: Where's Waldo?, Darla Olk Stack
Dissertations and Theses @ UNI
Until recently, intervening for a child experiencing difficulty in school meant referring the student for special education evaluation. Problem solving is a new administrative arrangement recommended in many states, where a team of people who know the child, meet to define and recommend interventions to address the concern prior to referral for possible special education placement.
The purpose of this study was to observe the problem solving process and describe the process as it is implemented in the schools. Results indicated that while documentation of problem solving suggested problem solving was taking place, the traditional test-and-place model continues to be …
Post-Hoc Longitudinal Study Of The Stability And Validity Of Standardized Test Scores Of Handicapped Children, Randal Dennis Brown
Post-Hoc Longitudinal Study Of The Stability And Validity Of Standardized Test Scores Of Handicapped Children, Randal Dennis Brown
Dissertations and Theses @ UNI
In the delivery of special education services to handicapped children, a requirement to certify the nature and severity of each child's handicap was built into PL 94-142, The Education of All Handicapped Children Act (Reynolds, Gutkin, Elliott, & Witt, 1984). In the aftermath of that legislation has arisen a serious question as to whether or not the process of providing such services on a categorical (by nature of the handicapped) basis has led to an unanticipated social harm (stigma) of such a magnitude that the assessment process needs to be re-evaluated (Guskin, Bartel, & MacMillan, 1975). Part of the social …