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The roles and functions of secondary special education teachers and licensed psychology professionals in transition planning with students with emotional disturbance in Arkansas.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The roles and functions of secondary special education teachers and licensed psychology professionals in transition planning with students with emotional disturbance in Arkansas./
作者:	Watson, Michael DeWayne, II.
面頁冊數:	209 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10117952
ISBN:	9781339793214

The roles and functions of secondary special education teachers and licensed psychology professionals in transition planning with students with emotional disturbance in Arkansas.
Watson, Michael DeWayne, II.

The roles and functions of secondary special education teachers and licensed psychology professionals in transition planning with students with emotional disturbance in Arkansas. - 209 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ph.D.)--University of Central Arkansas, 2016.

Children classified under the special education (SPED) category of emotional disturbance (ED) have the most dismal outcomes out of all children identified for SPED services. One area of intervention that has not been extensively researched for children with ED is transition planning. Previous research on transition planning has focused on students with an intellectual disability. There has also been extensive research in the area of transition planning as it relates to secondary special education teachers (SSET's), and school psychologists roles in transition planning. To date however, there has not been a study that focuses on the roles secondary special education teachers and licensed psychology professionals (LPP's) play in transition planning for students with ED. Therefore the purpose of this research is to analyze the roles of special education teachers and licensed psychology professionals in transition planning for students with emotional disturbance. The researcher administered the Secondary Teachers' Transition Survey to 61 secondary special education teachers in Arkansas. The researcher also administered a 32 item survey by Staab (1996) based on the NASP Practice Model to 55 licensed psychology professionals in Arkansas. Secondary special education teachers indicated they were somewhat prepared to implement transition planning activities for students with ED. Secondary special education teachers also indicated that they occasionally participated in the transition planning activities for students with ED. There were no differences in ratings of preparation in teachers who worked in various settings (resource, self-contained, alternative learning environment, home school, or other environment). There was a strong positive correlation between ratings of preparation and frequency of participation in transition planning reported by Secondary Special Education Teachers. Consultation was the most endorsed area secondary special education teachers felt licensed psychology professionals could best help them with transition planning for students with ED. Licensed psychology professionals indicated they occasionally participated in all four transition areas (consultation, assessment, direct services, program planning/evaluation). Licensed psychology professionals also rated all four transition areas as "probably should" to "definitely should" be performing the activities. There were significant differences between importance and frequency ratings for the transition assessment area reported by licensed psychology professionals. The main barrier licensed psychology professionals endorsed as inhibiting their ability to participate in transition planning for students with ED was their "job description does not include transition planning." Implications for practice for secondary special education teachers were to use the STTS as a checklist to guide transition planning, be mindful of their own limitations which may hinder transition planning, form transition groups to increase collaboration, and request wraparound services for students with ED at age 14 or younger. Implications for licensed psychology professionals was to encourage secondary transition planning conversation at onset of classification of ED, provide consultation for secondary special education teachers who teach students with ED, and discuss transition planning development in evaluation conferences. Graduate programs for both secondary special education teachers and licensed psychology professionals should include transition planning coursework and or courses. Graduate programs of secondary special education should encourage students to take courses in Applied Behavior Analysis or Advanced Abnormal Psychology to help special educators learn concepts for analyzing behavior and symptoms associated with mental health diagnoses of students with ED. Implications for the Arkansas Department of Education included: coordinated training with licensed psychology professionals and secondary special education teachers to promote collaboration, current classification criteria for students with ED should be changed to make a committee decision the sole determining factor to classify a student as ED, and consider hiring more transition specialists throughout the state. Future research should a) compare states with higher incident rates of ED to states with lower incident rates to compare classification criteria, b) transition planning practices, and personnel designated for transition planning, c) compare transition planning practices for states that do not employ transition specialists in districts, d) examine reports of school psychologists or licensed psychology professionals at the secondary level to determine how often transition planning terminology is used in evaluation reports, e) explore DSM -- V mental health diagnoses students with ED are diagnosed, f) and compare states with low incident rates of ED to determine if other special education classifications are higher due to the low rates of ED.

ISBN: 9781339793214Subjects--Topical Terms:

2122779
Secondary education.

The roles and functions of secondary special education teachers and licensed psychology professionals in transition planning with students with emotional disturbance in Arkansas.
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245 1 4 $a The roles and functions of secondary special education teachers and licensed psychology professionals in transition planning with students with emotional disturbance in Arkansas.
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500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Ron K. Bramlett.
502 $a Thesis (Ph.D.)--University of Central Arkansas, 2016.
520 $a Children classified under the special education (SPED) category of emotional disturbance (ED) have the most dismal outcomes out of all children identified for SPED services. One area of intervention that has not been extensively researched for children with ED is transition planning. Previous research on transition planning has focused on students with an intellectual disability. There has also been extensive research in the area of transition planning as it relates to secondary special education teachers (SSET's), and school psychologists roles in transition planning. To date however, there has not been a study that focuses on the roles secondary special education teachers and licensed psychology professionals (LPP's) play in transition planning for students with ED. Therefore the purpose of this research is to analyze the roles of special education teachers and licensed psychology professionals in transition planning for students with emotional disturbance. The researcher administered the Secondary Teachers' Transition Survey to 61 secondary special education teachers in Arkansas. The researcher also administered a 32 item survey by Staab (1996) based on the NASP Practice Model to 55 licensed psychology professionals in Arkansas. Secondary special education teachers indicated they were somewhat prepared to implement transition planning activities for students with ED. Secondary special education teachers also indicated that they occasionally participated in the transition planning activities for students with ED. There were no differences in ratings of preparation in teachers who worked in various settings (resource, self-contained, alternative learning environment, home school, or other environment). There was a strong positive correlation between ratings of preparation and frequency of participation in transition planning reported by Secondary Special Education Teachers. Consultation was the most endorsed area secondary special education teachers felt licensed psychology professionals could best help them with transition planning for students with ED. Licensed psychology professionals indicated they occasionally participated in all four transition areas (consultation, assessment, direct services, program planning/evaluation). Licensed psychology professionals also rated all four transition areas as "probably should" to "definitely should" be performing the activities. There were significant differences between importance and frequency ratings for the transition assessment area reported by licensed psychology professionals. The main barrier licensed psychology professionals endorsed as inhibiting their ability to participate in transition planning for students with ED was their "job description does not include transition planning." Implications for practice for secondary special education teachers were to use the STTS as a checklist to guide transition planning, be mindful of their own limitations which may hinder transition planning, form transition groups to increase collaboration, and request wraparound services for students with ED at age 14 or younger. Implications for licensed psychology professionals was to encourage secondary transition planning conversation at onset of classification of ED, provide consultation for secondary special education teachers who teach students with ED, and discuss transition planning development in evaluation conferences. Graduate programs for both secondary special education teachers and licensed psychology professionals should include transition planning coursework and or courses. Graduate programs of secondary special education should encourage students to take courses in Applied Behavior Analysis or Advanced Abnormal Psychology to help special educators learn concepts for analyzing behavior and symptoms associated with mental health diagnoses of students with ED. Implications for the Arkansas Department of Education included: coordinated training with licensed psychology professionals and secondary special education teachers to promote collaboration, current classification criteria for students with ED should be changed to make a committee decision the sole determining factor to classify a student as ED, and consider hiring more transition specialists throughout the state. Future research should a) compare states with higher incident rates of ED to states with lower incident rates to compare classification criteria, b) transition planning practices, and personnel designated for transition planning, c) compare transition planning practices for states that do not employ transition specialists in districts, d) examine reports of school psychologists or licensed psychology professionals at the secondary level to determine how often transition planning terminology is used in evaluation reports, e) explore DSM -- V mental health diagnoses students with ED are diagnosed, f) and compare states with low incident rates of ED to determine if other special education classifications are higher due to the low rates of ED.
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