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A survey of Special Education Administrators'/Directors' perceptions concerning alternative special needs programs for emotionally disturbed students and the influences surrounding choice of intervention approach
Abstract
Statement of problem. School districts having strained resources must somehow deal with a growing population of students diagnosed as "Emotionally Disturbed". It is important to know what is the predominant approach used with this group, whether or not it is deemed as being effective, and which individuals influence choice of a particular approach. Methods. This study surveyed Special Education Administrators/Directors of two states (Massachusetts and Rhode Island) to identify (1) whether there was a general preferred intervention approach; (2) whether the source of influence on the individual teacher's approach selection process had any relationship to the approach indicated by the Administrator as used; (3) whether there was a relationship between the approach(es) rated most effective and the one stated to be used. Random on-site inspection of several programs were later conducted to verify findings. Results. Data obtained from questionnaires was similar from both states surveyed. All three null hypotheses were significantly rejected. The information extracted from these questionnaires indicated strongly that: (1) The behavior modification approach was indicated by the respondents as the preferred approach. (2) There was a strong relationship between influence and program with the three highest rated influences, in decreasing order of rating, being the practical needs of the group, the school psychologist, and graduate education. (3) A relationship does appear to exist between the approach regarded by Directors/Administrators of Special Education as most effective and the approach used in their classrooms. On-site inspection of several alternative programs suggested that, although the behavioral approach was indicated as being the predominant approach, in reality, an eclectic approach using some aspects of the behavioral approach was being utilized. Some behavioral methodology existed but was often poorly applied in an attempt to deal with disruptive behaviors. Conclusions. As a result of the information obtained from this survey research, the author suggests the following: (1) Undergraduate and graduate programs need to offer more courses and training in the practical applications of the behavioral approach. (2) Rules pertaining to classroom operation must be clear and simple to ensure consistency. Communication among staff must be so good that they are working as a team. (3) Classrooms using the behavioral approach have to be properly equipped and adequately staffed.
Subject Area
Special education|Educational administration|School counseling
Recommended Citation
Witengier, Walter William, "A survey of Special Education Administrators'/Directors' perceptions concerning alternative special needs programs for emotionally disturbed students and the influences surrounding choice of intervention approach" (1993). Doctoral Dissertations Available from Proquest. AAI9408361.
https://scholarworks.umass.edu/dissertations/AAI9408361