June 1, 2000: National report: Kansas program rates high for making services available for children with serious emotional disturbance

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

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Predictors of Victimization Experiences of Adolescents with Disabilities in Transition

Council review ◽

10.1177/001440299606300101 ◽

1996 ◽

Vol 63 (1) ◽

pp. 7-18 ◽

Cited By ~ 25

Author(s):

Bonnie Doren ◽

Michael Bullis ◽

Michael. R. Benz

Keyword(s):

Logistic Regression ◽

Social Skills ◽

Emotional Disturbance ◽

Serious Emotional Disturbance ◽

Regression Analyses ◽

Arrest Record ◽

School Career ◽

Social Achievement ◽

Out Of School ◽

Victimization Rates

This study explored predictors of victimization experiences on a sample of adolescents with disabilities while in school and 1 year after leaving school, through phone interviews of students and parents. Logistic regression analyses revealed that people with serious emotional disturbance who demonstrated low personal/social achievement skills were more likely to experience victimization sometime in their school career than were people with other disabilities and higher personal/social skills. Variables affecting victimization rates 1 year out of school included prior victimization (while in school), gender (females were more likely to be victimized), and arrest record of people with serious emotional disturbance after leaving school.

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Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and their Teachers

Behavioral Disorders ◽

10.1177/019874299301800405 ◽

1993 ◽

Vol 18 (4) ◽

pp. 265-274 ◽

Cited By ~ 89

Author(s):

Philip L. Gunter ◽

R. Kenton Denny ◽

Susan L. Jack ◽

Richard E. Shores ◽

C. Michael Nelson

Keyword(s):

Emotional Disturbance ◽

Negative Reinforcement ◽

Teacher Behaviors ◽

Serious Emotional Disturbance ◽

Instructional Behaviors ◽

Aversive Stimuli ◽

Avoidance Behaviors ◽

Academic Activities ◽

Growing Body ◽

Teachers And Students

This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.

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