Peers as Teachers of Anger Management to High School Students with Behavioral Disorders

2000 ◽  
Vol 25 (2) ◽  
pp. 114-130 ◽  
Author(s):  
Judith A. Presley ◽  
Carolyn Hughes
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Behavioral Disorders ◽  
Control Program ◽  
Peer Instruction ◽  
Future Research ◽  
School Students ◽  
Self Instruction ◽  
Instructional Package

We investigated the use of a peer-delivered social skills instructional package to teach four high school students with behavioral disorders to express anger appropriately. In contrast to previous studies, instruction was presented individually to the students by their general education peers. The instructional package, which combined peer instruction, self-instruction, and a traditional anger control program, was effective in improving the way these adolescents expressed anger in role-play situations with general education peers. In addition, generalization data indicated that some of the students decreased the rate at which they responded inappropriately to naturally occurring anger-provoking situations at school outside the instructional setting. Implications for future research and practice are discussed.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders

2020 ◽  
Vol 23 (1) ◽  
pp. 3-16
Author(s):  
Kaitlin Sullivan ◽  
Kimberly Crosland ◽  
Rose Iovannone ◽  
Kwang-Sun Blair ◽  
Leslie Singer
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Functional Behavior Assessment ◽  
Future Research ◽  
School Students ◽  
Behavior Intervention Plans ◽  
Functional Behavior ◽  
Teachers And Students

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent–teach–reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.

Supported eText: Effects of Text-to-Speech on access and Achievement for High School Students with Disabilities

2009 ◽  
Vol 24 (3) ◽  
pp. 9-20 ◽  
Author(s):  
Margo Vreeburg Izzo ◽  
Amanda Yurick ◽  
Bianca McArrell
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Future Research ◽  
Text To Speech ◽  
School Students ◽  
General Education Curriculum ◽  
Reversal Design

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

Views of Students with Learning Disabilities of their Homework in General Education Classes: Student Interviews

1996 ◽  
Vol 19 (2) ◽  
pp. 70-85 ◽  
Author(s):  
Valerie Sawyer ◽  
Janet S. Nelson ◽  
Madhavi Jayanthi ◽  
William D. Bursuck ◽  
Michael H. Epstein
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Future Research ◽  
Research Needs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Individual Interviews ◽  
Teachers And Parents

This study examined the experiences and views of students with learning disabilities regarding the homework they receive in their general education classes and identified ways that teachers and parents might positively affect students' performance. Subjects were 10 high school students identified as having learning disabilities. Individual interviews were conducted to elicit information from each student. An analysis of the interviews resulted in the emergence of three themes: (a) factors that make homework easy, (b) factors that make homework difficult, and (c) recommendations for teachers, students, and parents. The results, limitations of the study, and future research needs are discussed.

Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

2019 ◽  
Vol 57 (4) ◽  
pp. 307-322 ◽  
Author(s):  
Yun-Ching Chung ◽  
Karen H. Douglas ◽  
Virginia L. Walker ◽  
Rachel L. Wells
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
General Educator ◽  
Class Period

Abstract As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

Anger Assessment In Rural High School Students

2003 ◽  
Vol 19 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Jacqueline M. Lamb ◽  
Kathryn R. Puskar ◽  
Susan Sereika ◽  
Kathy Patterson ◽  
Judith A. Kaufmann
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Cognitive Processing ◽  
Anger Expression ◽  
Trait Anger ◽  
Future Research ◽  
School Students ◽  
Rural High School ◽  
American Society

Anger and aggression in school children are a major concern in American society today. Students with high anger levels and poor cognitive processing skills are at risk for poor relationships, underachievement in school, and health problems. This article describes characteristics of children who are at risk for high anger levels and aggression as well as those who are able to modulate their anger. Results of a survey are reported which describe levels of anger in 624 rural high school students. This sample reported lower levels of anger, compared to the normative group. Differences among the sample include higher internal anger expression in girls, higher trait anger in boys ages 15–16, and higher trait anger in girls ages 16–17. Recommendations are made for future research and specific steps that school nurses can take.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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