Risk Factors of Deaf Males at the Alabama School for the Deaf

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Autor/in	Jernigan, John Orr
Titel	Risk Factors of Deaf Males at the Alabama School for the Deaf
Quelle	(2010), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-7404-0
Schlagwörter	Hochschulschrift; Dissertation; At Risk Students; Student Behavior; Males; Information Systems; Data Collection; Deafness; Hearing Impairments; Special Schools; State Schools; Student Characteristics; Comparative Analysis; Educational Environment; School Safety; Substance Abuse; Mental Disorders; Sign Language; Bullying; Aggression; Violence; Correlation; Age Differences; Ethnicity; Racial Differences; Intelligence Quotient; Classification; Crime; Family Characteristics; Socioeconomic Status; Family Environment; Interpersonal Communication; Reading Skills; Behavior Modification; Reports; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student behaviour; Schülerverhalten; Male; Männliches Geschlecht; Data capture; Datensammlung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Special school; Sonderschule; Staatliche Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Drug use; Drug consomption; Drogenkonsum; Mental illness; Geisteskrankheit; Gebärdensprache; Mobbing; Gewalt; Korrelation; Age; Difference; Age difference; Altersunterschied; Ethnizität; Rassenunterschied; Intelligenzquotient; Classification system; Klassifikation; Klassifikationssystem; Crimes; Delict; Delicts; Delikt; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Interpersonale Kommunikation; Reading skill; Lesefertigkeit; Behaviour modification; Verhaltensänderung; Abschlussbericht; Berichten
Abstract	The purpose of this study was to examine the behavioral and demographic characteristics of deaf males enrolled at state school for the Deaf. An analysis of student, family, and educational variables was conducted in order to provide a composite description of both the type and frequency of the offenses and of the offender. Participants were 90 deaf males enrolled at the Alabama School for the Deaf (ASD), a component of the Alabama Institute for Deaf and Blind. The school was established in 1858 and is located in north-central Alabama in the town of Talladega. The school has an average enrollment of 185 students. Students selected for the research were males with documented offenses according to the school's Student Code of Conduct. The Code consists of three levels--minor, moderate, and severe. The instrument used to collect data was the school's Student Information System (SIS). SIS was developed as an in-house data collection system for the purpose of documenting student misbehavior as per the Student Code of Conduct. Data collection for four consecutive school terms (2003 to 2007) yielded a total of 2,639 recorded infractions incurred by the 90 male students analyzed in the research. Descriptive statistics were used to analyze the data according to student, family, and educational demographics. An analysis of each of the three levels of the Student Code of Conduct was also conducted. Case studies were also included as an application of the data and to demonstrate the potential to intervene both proactively and reactively on a student's behalf. Significant findings included that in comparison with national data and research, ASD is a relatively safe environment for Deaf and hard of hearing students. The majority of recorded incidences were Level I misbehaviors, considered minor in nature. Level II and Level III incidences increased in frequency as students became older. The most frequently reported Level III offense was in the category of drug and alcohol use. Students with a DSM-IV diagnosis were also determined to be at a higher risk. Most of the students in the study resided in homes where fluent Sign Language communication was not known nor practiced. Reported bullying, assaultive, and violent behavior was significantly less than the national average. Spearman Rho correlations revealed significant relationships between the background variables for age, ethnicity, IQ, hearing loss, etiology and DSM V classification for Level I and Level II offenses but not for Level III (criminal offenses). Family characteristics that were related to Level I and Level II offenses were socioeconomic status, family unit and home communication. Grade level, reading grade level and presence of a Behavioral Intervention Plan were also significantly related using the Spearman Rho for Levels I, II and only for Level III with the grade level variable. Recommendations include that documentation of student misconduct continue to be reported and tabulated in order to appropriately respond to student needs. More creative approaches may be necessary in order to modify and abate Level I offenses. Appropriate mental health services should also be available for deaf youth who offend in the Level II and Level III categories, both prior to and once a part of the legal system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10