Does a Mixed-Method Behavior Management Strategy Positively encourage Students who have Behavioral and Emotional Disorders, to Control them and to interact more appropriately with their Peers in an Inclusion Setting?

By

ACKNOWLEDGEMENT

My thanks go out to all who have helped me complete this study and with whom this project may have not been possible. In particular, my gratitude goes out to friends, facilitator and family for extensive and helpful comments on early drafts. I am also deeply indebted to the authors who have shared my interest and preceded me. Their works provided me with a host of information to learn from and build upon, also served as examples to emulate.

DECLARATION

I, (Your name), would like to declare that all contents included in this thesis/dissertation stand for my individual work without any aid, & this thesis/dissertation has not been submitted for any examination at academic as well as professional level previously. It is also representing my very own views & not essentially which are associated with university.

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ABSTRACT

There are a lot of challenges faced today by the students with EBD as they are going through the transition phase from the small group placements to the inclusion classrooms. Most of the time, such students are pretty reluctant in responding towards the normal procedures followed in the conventional policies of discipline employed by the teachers for impacting behavioral changes. This study seeks to find out multiple strategies that could be used for the development of student and could serve as an ease for transition into the inclusion setting. For achieving the aims, there were three focus groups conducted with the teachers who observed a particular group of students and applied different kind of strategies over them. The opinions, perceptions and recommendations of these teachers served as the basis for forming the strategies. A multi method approach was formed with the help of coding and categorizing the participant responses of the focus groups into 13 strategies which could be utilized for easing the transition of students with emotional and behavioral disabilities. The recommendations at the end of study are formed of particular strategies for assisting the teachers for serving the population of inclusive classroom.

TABLE OF CONTENTS

ACKNOWLEDGEMENTii

DECLARATIONiii

ABSTRACTiv

LIST OF TABLESviii

CHAPTER 1: INTRODUCTION1

Background1

Introduction to Problem2

Aims and Objectives3

Justification and Stance of Research3

Research Questions4

Importance of Research5

Assumptions and Limitations5

Theoretical Framework6

CHAPTER 2: LITERATURE REVIEW7

Inclusion Aims7

Inclusion Criticism9

Special Education Placement11

The Successful Practice of Inclusion13

Emotional and Behavioral Disorder, as disability14

Emotional and Behavioral Disorder and Behavior Management15

Professor Mediated Interventions16

Behavior in accordance with the Instruction in the Classroom17

The Class and Test Modifications18

Teacher Training18

Teacher-Student Rapport19

Collaboration Training and Collaboration21

CHAPTER 3: METHODOLOGY23

Research Design23

Population and Sampling26

Demographics of study participants27

Instrumentation28

Data collection29

Data analysis30

Procedures30

Pitfalls and Problems31

Rationale for a Qualitative Study31

CHAPTER 4: DATA COLLECTION AND ANALYSIS33

Study design33

GE Focus Group One35

GE Focus group two36

GE Focus Group Three36

SPED Focus Group One37

SPED two focus groups38

SPED Focus group three40

Teacher-Student Rapport41

Behavioral Incentives45

Faculty Collaboration47

Depersonalization of Student Behaviors48

Teach Replacement Behaviors50

De-escalation Strategies52

Assign Consequences55

Teacher Expectations and Class Structure57

Multi-Modal Presentations60

Differentiation63

CHAPTER 5: RESULTS, CONCLUSIONS, AND RECOMMENDATIONS68

Discussion68

Inclusion and Socialization69

Teacher Welfare69

Proactive Approaches71

Rapport Building71

The Influence of Teacher Appreciation72

Behavior Modification73

Differentiated Instruction74

Faculty Collaboration75

Strategic Planning75

Student Discipline76

Recommendations77

Practical Implications77

Research Implications78

Limitations80

Findings80

REFERENCES82

APPENDICES97

Appendix A97

Definition of Terms97

Appendix B99

Data Report99

Appendix C106

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