Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The current trend in special education involves providing services for students with disabilities in general education settings instead of pull-out programs (Cheney & Muscott, 1996). Surprisingly, there is little or no evidence that indicates whether this instructional environment provides students with the most opportunities to make appropriate academic and behavioral responses (MacMillan, Gresham, & Forness, 1996). The current observational study involved two elementary, two middle, and two high school students with emotional/behavioral disorders (EBD) and the purpose was to record and analyze the academic engagement and inappropriate behaviors that were exhibited by these students in regular education and resource room settings. Additionally, the purpose was to determine whether the instructional structure between the settings differed by identifying the accelerators of student behavior in the two settings. The results indicated that students with EBD generally made twice as many active academic responses and half the number of inappropriate behaviors in resource rooms as opposed to regular classroom settings. Furthermore, more and different accelerators of academic responding and competing behaviors were identified in the resource rooms compared to those in regular classrooms. Implications and recommendations for future research were discussed.

Advisor

Steven Duvall

Date of Award

Summer 2003

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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