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Teachers' Lived Experiences of a Positive Intervention on Emotional Behavior Disorder Students

机译：教师积极干预情绪行为障碍学生的生活经历

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摘要

Champions for Change Mentorship Program (CFCMP) was implemented to address the academic and social struggles of emotional behavior disorder (EBD) students. The problem was that although the passing of the California Assembly Bill 1729, called the Other Means of Correction law, had prompted a greater need for positive behavior intervention support at Tier 2 and Tier 3 levels, implementation of the CFCMP continued to generate serious concerns involving students with behavior issues. The conceptual framework for this study is Bandura's social learning theory which guided CFCMP to incorporate cognitive and observational learning to develop academically and socially sound students with EBD who can function appropriately in the educational setting. The purpose of this phenomenological study was to explore the essence of the lived experiences of teachers in regard to the implementation of CFCMP as an effective behavioral strategy. The guiding research question explored the essence of the lived experience of elementary teachers who have implemented CFCMP. Using a qualitative phenomenological research design, data were gathered from face-to-face interviews and observations of 6 participants. Data analysis revealed 4 common themes including training, time management, communication, and lack of administrative support were used to identify commonalities and differences in the participants' lived experiences and perspectives on the needs of EBD students involved in CFCMP. Research findings showed a lack of organization of CFCMP and the need for intensive training for teachers. Positive social change will result from a 3-day professional development providing the study's findings and procedures teachers can use to assist EBD students in modifying behaviors to improve their educational achievement and that of their classmates.
机译：实施了变革领导导师计划（CFCMP），以解决情绪行为障碍（EBD）学生的学术和社会斗争。问题在于，尽管通过了称为“其他更正手段法”的1729年加利福尼亚州议会法案，促使人们更加需要二级和三级的积极行为干预支持，但CFCMP的实施继续引起严重关注，涉及有行为问题的学生。这项研究的概念框架是Bandura的社会学习理论，该理论指导CFCMP将认知和观察性学习结合起来，以发展具有EBD且在教育环境中能适当发挥作用的学术和社会上健全的学生。这项现象学研究的目的是探索教师在将CFCMP实施为有效行为策略方面的经验。指导性研究问题探讨了实施CFCMP的小学教师生活经验的实质。使用定性现象学研究设计，从6位参与者的面对面访谈和观察中收集了数据。数据分析显示，培训，时间管理，沟通和缺乏行政支持等4个共同主题被用于确定参与者生活经验的共同点和差异以及对参与CFCMP的EBD学生需求的看法。研究结果表明，CFCMP缺乏组织，需要对教师进行强化培训。为期3天的专业发展将带来积极的社会变化，提供教师可以用来帮助EBD学生改变行为以提高他们和同学的教育成就的研究结果和程序。

著录项

  • 作者

    Williams, Leslie DeAnn.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education.;Educational leadership.;Educational psychology.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 211 p.
  • 总页数 211
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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