Assessing time away and teachers' perceptions of its effectiveness on girls with behavioral problems

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dc.contributor.advisor Ulman, Jerome D. en_US
dc.contributor.author Hastings, Rascheel S. en_US
dc.date.accessioned 2011-06-03T19:26:29Z
dc.date.available 2011-06-03T19:26:29Z
dc.date.created 2008 en_US
dc.date.issued 2008
dc.identifier LD2489.Z64 2008 .H37 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176648
dc.description.abstract Although girls make up a small portion of students identified as having emotional or behavioral disorders (EBD), there has been a steady and significant increase in the number of violent incidences in schools involving girls. Yet few intervention programs are in place to address the unique needs of girls with EBD problems of an aggressive nature. This study examined the effectiveness of Time Away (TA), a conflict resolution program emphasizing social skill training currently being employed at the elementary school level in an Indiana school district. TA involves three phases (Albrecht, 1992): timeout—after several unsuccessful attempts by the teacher to resolve conflicts, the offending student is sent to the TA room and placed in a 10-min timeout ("cool down") period; redirection—the student then participates briefly in an academic ("getting back on track") activity; and conflict resolution—a subsequent debriefing period during which time the student is encouraged to examine the events leading to the problem behavior, the specific unacceptable actions that resulted in removal from the classroom, and the consequences along with possible alternative actions that could avoid such problems in the future.This study compared two school districts, one using TA and another using traditional disciplinary practices. TA referrals and disciplinary referrals were compared for both school districts and variables such as gender, socioeconomic status, and the number of referrals made were analyzed. In addition, teachers using TA were surveyed to determine their perceptions of the effectiveness of the TA program and their possible use of it in the future. Their responses to open-ended survey questions were examined qualitatively by grouping them according to themes that emerged from a content analysis. Results of the referral analysis gave support to its effectiveness for girls: In the school district where TA was implemented, girls received 30% fewer referrals than boys in that district and 28% fewer referrals than either boys or girls in the comparison school district that did not use TA. Possible reasons for these results along with recommendations for improving the TA program are discussed. en_US
dc.description.sponsorship Department of Special Education
dc.format.extent vi, 86 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Girls -- Discipline. en_US
dc.subject.lcsh School children -- Discipline. en_US
dc.subject.lcsh Problem children -- Behavior modification. en_US
dc.subject.lcsh Teachers -- Attitudes. en_US
dc.title Assessing time away and teachers' perceptions of its effectiveness on girls with behavioral problems en_US
dc.title.alternative Time-away and teacher perceptions en_US
dc.description.notes Revision of author's 2006 doctoral thesis.
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1389683 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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