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FACTORS THAT INHIBIT OR ENHANCE BEHAVIORAL REMEDIATION IN DEVIANT SECONDARY SCHOOL STUDENTS
Title
FACTORS THAT INHIBIT OR ENHANCE BEHAVIORAL REMEDIATION IN DEVIANT SECONDARY SCHOOL STUDENTS.
Creator
KRAYER, DOROTHE MARTIN., Florida Atlantic University
Abstract/Description
This study of one hundred subjects, selected randomly from three hundred deviant secondary school students, was conducted to determine if there was a significant difference between those subjects whose behavior was improved over the period of one year and those whose behavior remained the same or deteriorated. Variables from home relationships, peer affinities, achievement, duration of the behavior problem, enrollment in vocational education, drug usage, discipline measures and behavior types...
Show moreThis study of one hundred subjects, selected randomly from three hundred deviant secondary school students, was conducted to determine if there was a significant difference between those subjects whose behavior was improved over the period of one year and those whose behavior remained the same or deteriorated. Variables from home relationships, peer affinities, achievement, duration of the behavior problem, enrollment in vocational education, drug usage, discipline measures and behavior types were studeid for measures of central tendency. A factor analysis was conducted to reduce the number of variables to a cluster of factors or constructs. Nine factors emerged from the original forty-two variables. They were named: Adaptability, Behavior, Maturity, Student Response, Parental Attitude, Achievement, Home, Y and E, and External Influence. Regression analyses were run to select the possible predictors of success or failure in behavior modification from the original variables and from the nine factors. Of the original variables, student attitude and response to parents were the most significant. Amongst the factors, Student Response and Parental Attitude lead the rest. A multivariate analysis of variance tested the hypothesis: there is no significant difference between those students deemed successful in behavior change and those deemed failures. The nine factors were used as dependent measures in the rejection of the null hypothesis with a P less than .01. The univariate F tests, using factors Student Response and Parental Attitude, caused the rejection of the null hypothesis of a common means with a P less than .01. The hypothesis, in a second multivariate analysis, when the dependent variables were the original variables, was also rejected by the findings with a P less than .01. The variables which contributed to the rejection of the null hypothesis of common means with P less than .01, on the univariate tests, were student attitude, response to parents, grade point average change, vocational education, counseling, home atmosphere, and parental cooperation.
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Date Issued
1974
PURL
http://purl.flvc.org/fcla/dt/11630
Subject Headings
Problem children--Education, School discipline
Format
Document (PDF)
Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention
Title
Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention.
Creator
Zinkil, Susan S., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description
There has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which...
Show moreThere has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which specifically requires the use of the FBA to generate educative, positively-based interventions. Since IDEA '97, research has shown the effective use of the FBA to create interventions matching the function of the problem behavior for students with milder disabilities. This is promising as research has been lacking in what assessment data teachers use to select behavioral interventions. Furthermore, school personnel have been ineffective in dealing with the problem behavior of students with disabilities as evidenced by high suspension rates for students with disabilities. There is also very limited research in the area of what assessment data is used in the development of individualized education programs (IEP) for students with emotional disabilities. The psychological evaluation is used to determine eligibility for special education, yet there is no research indicating that the information contained within a psychological evaluation is used for either goal development or intervention selection. This is problematic in that IEPs developed for students with emotional disabilities are lacking in quality and effectiveness. This study examined the effect that types of assessment report played on teachers' selection of interventions and IEP goal development for a student with an emotional disability. After reviewing an FBA or psychological evaluation, participants were to develop a behavioral goal. These goals were rated for the presence or absence of five quality indicators that should be present in a well-developed goal. No significant differences were found in the frequencies of these goal indicators. Participants were then asked to indicate preference of use of three interventions to increase appropriate behavior and three interventions to decrease inappropriate behavior and then to rank order their potential use of the interventions. No significant differences were found in the indication of use on either measure. Participants did consistently indicate preferred use of the three positively-based interventions.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/12116
Subject Headings
Behavior modification, Problem children--Education, Children with disabilities--Education, Individualized instruction, Behavioral assessment of children
Format
Document (PDF)