An Observational Study of the Academic and Behavioral Effects on Typically Developing Children Due to Inclusion of Students with Behavioral Disorders in the General Education Classroom

Author

Brandie M. Bieker, Fort Hays State University

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The research focus of inclusion in the general education programs is often directed toward the students who have been identified as eligible for special education services. The research on the effects of inclusion on typically developing students is less studied and consists of parent and teacher perceptions, rather than empirical evidence (Rafferty & Griffin, 2005). The current study was developed to observe the academic responses and inappropriate behaviors of four typically developing fourth grade students (two male and two female) in a general education classroom with a peer who displays behaviors consistent with the criteria necessary for eligibility of special education services due to emotional disturbance (ED). The typically developing students were observed in three settings within the general education classroom: (a) the student identified with ED was in the general education classroom working with a full time paraprofessional; (b) the student identified ED was not in the general education classroom, nor was the paraprofessional; and (c) the student with ED was in the classroom, while the paraprofessional was not. Within an alternating treatments design, the results indicated that the students’ academic responding was highest when the student with ED was not in the classroom, nor was a paraprofessional, lower when the student with ED and a paraprofessional were in the classroom, and the lowest when the student with ED was in the classroom and a paraprofessional was not in the classroom. The students’ inappropriate behaviors were highest when the student with ED was in the classroom and the paraprofessional was not, lower when the student with ED was in the classroom with a paraprofessional, and the lowest when the student with ED and the paraprofessional were not in the classroom. Implications for service delivery and future research were discussed.

Keywords

School Psychology

Advisor

Carol L. Patrick

Date of Award

Fall 2007

Document Type

Thesis - campus only access

DOI

10.58809/EAYT4633

Recommended Citation

Bieker, Brandie M., "An Observational Study of the Academic and Behavioral Effects on Typically Developing Children Due to Inclusion of Students with Behavioral Disorders in the General Education Classroom" (2007). Master's Theses. 3015.
DOI: 10.58809/EAYT4633
Available at: https://scholars.fhsu.edu/theses/3015

Rights

© The Author(s)

Comments

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