Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders

2006 ◽  
Vol 31 (4) ◽  
pp. 378-393 ◽  
Author(s):  
John W. Maag ◽  
Jean M. Anderson
Keyword(s):  
Behavior Disorders ◽  
Sound Field ◽  
Field Amplification ◽  
Emotional And Behavior Disorders ◽  
And Behavior ◽  
Sound Field Amplification

Sound-Field Amplification

2003 ◽  
Vol 25 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Carol Flexer ◽  
Stephanie Long
Keyword(s):  
Sound Field ◽  
Field Amplification ◽  
Sound Field Amplification

Perceived Self-Determination of Youth with Emotional and Behavior Disorders

2008 ◽  
Vol 19 (3) ◽  
pp. 182-190 ◽  
Author(s):  
Natalee Van Gelder ◽  
Patricia L. Sitlington ◽  
Krista Morrison Pugh
Keyword(s):  
Behavior Disorders ◽  
Self Determination ◽  
Emotional And Behavior Disorders ◽  
And Behavior

Children With Developmental Disabilities

1990 ◽  
Vol 21 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Carol Flexer ◽  
Joseph P. Millin ◽  
Lisa Brown
Keyword(s):  
Developmental Disabilities ◽  
Word Identification ◽  
Sound Field ◽  
Verbal Communication ◽  
Identification Task ◽  
Primary Level ◽  
Field Amplification ◽  
Children With Developmental Disabilities ◽  
Sound Field Amplification

Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 179-189 ◽  
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
General Education ◽  
Students With Disabilities ◽  
Behavior Disorders ◽  
Behavior Management ◽  
Full Inclusion ◽  
Court Of Appeals ◽  
Emotional And Behavior Disorders ◽  
And Behavior ◽  
Students With Ebd

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.

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