Implicit and explicit attitudes of educators towards the emotional disturbance label

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dc.contributor.advisor Rothlisberg, Barbara A. (Barbara Ann) Jones, James P. en_US 2011-06-09T15:28:45Z 2011-06-09T15:28:45Z 2009 en_US 2009
dc.description.abstract This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special education teachers), from a mix of urban and rural school districts in central Indiana, completed three computer-based attitudinal measures: an implicit association test (IAT), a Social Distance Scale (SDS), and the Scale of Attitudes toward Disabled Persons (SADP). Results indicated that teachers possess a significant preference for the category of Learning Disability (LD) compared to ED, and the correspondence between implicit and explicit attitudes toward those two labels was strong. This data supports the notion that the ED label is perceived far too negatively by educators to serve as an effective category of services for children with serious mental health issues.
dc.description.sponsorship Department of Educational Psychology
dc.format.extent ix, 144 p. : digital, PDF file. en_US
dc.source CardinalScholar 1.0 en_US
dc.subject.lcsh Emotional problems of children. en_US
dc.subject.lcsh Teachers -- Attitudes.
dc.subject.lcsh Special education teachers -- Attitudes.
dc.title Implicit and explicit attitudes of educators towards the emotional disturbance label en_US Thesis (Ph. D.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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